Self -Assessment and Reflection on Iraqi EFL University Students Critical Thinking
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Abstract
Self-Assessment and Reflection is a strategy used to develop metacognitive skills particularly critical thinking. The current study aims at finding out: to what extent that the Self-Assessment and Reflection strategy effect on the level of university students’ critical thinking. The effect using Self-Assessment on Iraqi EFL university students in critical thinking. The effect of Reflection on Iraqi EFL university students in critical thinking. The correlation between Iraqi EFL university students Self-Assessment and Reflection for the two groups. The using of Self-Assessment and Reflection on the experimental group students’ achievement at the recognition and production levels. The sample of the study is 60 students have been randomly selected from department of English- third stage. It is divided into two equal groups, experimental and control groups. The experimental group has been taught according to the Self-Assessment and Reflection strategy, while the control group has been taught by the conventional method. An achievement test has been constructed and applied to the two groups. Metacognitive Inventory awareness questionnaire is used to assess students’ self-assessment. Kember Reflection questionnaire is used to assess students’’ reflection. The results indicate that using Self-Assessment and Reflection in the classroom is more effective than using the conventional method for developing critical thinking skill.
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