The Effect of Generative Learning Strategies in Developing Productive Thinking Skills in English Among the University Students
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Abstract
This study aims to reveal the effect of some generative learning strategies on developing university students' productive thinking skills in English language. Also, to reveal which generative learning strategies have more effect on students' productive thinking skills. The participants were 57 male and female students from 2nd grade at the Department of English, College of Arts, University of Anbar during the second semester of the academic year 2023-24. An instruction based- summarizing, mapping, drawing, imagining, self-testing, self-explaining, teaching, and enacting proposed program was used to train the students to develop their productive thinking skills. A pre-test and a post-test were used to collect the data of the study. The results revealed a significant difference between the mean scores of the experimental group and the control group in favor of the experimental group students. Additionally, there was no significant difference at (α=0.05) between the productive thinking skills of male and female students due to the generative learning strategies. The most effective generative learning strategies for developing students' productive thinking skills were ranked as follows: mapping, self-explaining, self-testing, summarizing, teaching, enacting, drawing, and imagining. It is concluded that students preferred strategies that provided more positive facilitation compared to others in enhancing their productive thinking skills. The selection of strategies was influenced by factors such as ease of use, usefulness, and those that saved time and effort for the students.
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