From Book to Screen: Adopting Cinematic Adaptations of Literature in the EFL Classroom to Hone Students’ Critical Thinking Skills
From Book to Screen: Adopting Cinematic Adaptations of Literature in the EFL Classroom to Hone Students’ Critical Thinking Skills
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DOI：
10.1080/07380569.2018.1463010
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发表时间：
2018-04
影响因子：
0.9
通讯作者：
Sara Djamàa
中科院分区：
文献类型：
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作者：
Sara Djamàa
摘要鉴于批判性思维在高等教育中的重要性，以及对电影改编的研究不足，本研究调查了将电影纳入原始文献以磨练学生在分析，推理，评估，归纳和演绎方面的认知技能。参与者是2015-2016学年在阿尔及利亚东部一所大学就读的50名英语作为外语（EFL）的三年级学生。在秋季学期，治疗组（n = 24）和对照组（n = 26）采取了常规的文学课程。在春季学期，治疗组参加了电影文学课程，对照组参加了一个只读课程，该课程借鉴了Facione的IDEAS批判性思维模型。加州批判性思维技能测试（CCTST）被用作前测和后测。实证研究结果表明，这两个群体在所有的认知领域的CT与推理，其中电影组优于只读组在这方面的表现不相上下。
ABSTRACT In light of the paramount value placed on critical thinking (CT) in higher education and the scarcity of research into the use of cinematic adaptations to this end, this study investigated the incorporation of film into the source literature to hone students’ cognitive skills in the areas of analysis, inference, evaluation, induction, and deduction. Participants were 50 third-year students of English as a foreign language (EFL) enrolled in a university in eastern Algeria for academic year 2015–2016. During the fall semester, the treatment group (n = 24) and the control group (n = 26) took a regular literature course. In the spring semester, the treatment group took a film-literature course and the control group, a reading-only course that drew on Facione's IDEAS critical thinking model. The California Critical Thinking Skills Test (CCTST) was used as a pretest and posttest. Empirical findings indicated that both groups performed on par in all cognitive areas of CT with the exception of inference, wherein the film group outperformed the reading-only group in this dimension.