Journal article Open Access

IELTS ACADEMIC READING ACHIEVEMENT: THE CONTRIBUTION OF INFERENCE-MAKING AND EVALUATION OF ARGUMENTS

Afsaneh Ghanizadeh; Azam Vahidian Pour; Akram Hosseini


MARC21 XML Export

<?xml version='1.0' encoding='UTF-8'?>
<record xmlns="http://www.loc.gov/MARC21/slim">
  <leader>00000nam##2200000uu#4500</leader>
  <datafield tag="653" ind1=" " ind2=" ">
    <subfield code="a">inference-making</subfield>
  </datafield>
  <datafield tag="653" ind1=" " ind2=" ">
    <subfield code="a">evaluation of arguments</subfield>
  </datafield>
  <datafield tag="653" ind1=" " ind2=" ">
    <subfield code="a">IELTS candidates</subfield>
  </datafield>
  <datafield tag="653" ind1=" " ind2=" ">
    <subfield code="a">IELTS reading comprehension</subfield>
  </datafield>
  <controlfield tag="005">20200120173224.0</controlfield>
  <controlfield tag="001">438720</controlfield>
  <datafield tag="700" ind1=" " ind2=" ">
    <subfield code="u">MA in TEFL, Imam Reza International University, Mashhad, Iran</subfield>
    <subfield code="a">Azam Vahidian Pour</subfield>
  </datafield>
  <datafield tag="700" ind1=" " ind2=" ">
    <subfield code="u">EFL Instructor, Imam Reza International University, Mashhad, Iran</subfield>
    <subfield code="a">Akram Hosseini</subfield>
  </datafield>
  <datafield tag="856" ind1="4" ind2=" ">
    <subfield code="s">832908</subfield>
    <subfield code="z">md5:dfe084befddd5c6e845f5718dd35d00b</subfield>
    <subfield code="u">https://zenodo.org/record/438720/files/01. IELTS ACADEMIC READING ACHIEVEMENT - Afsaneh Ghanizadeh.pdf</subfield>
  </datafield>
  <datafield tag="542" ind1=" " ind2=" ">
    <subfield code="l">open</subfield>
  </datafield>
  <datafield tag="260" ind1=" " ind2=" ">
    <subfield code="c">2017-03-28</subfield>
  </datafield>
  <datafield tag="909" ind1="C" ind2="O">
    <subfield code="p">openaire</subfield>
    <subfield code="o">oai:zenodo.org:438720</subfield>
  </datafield>
  <datafield tag="909" ind1="C" ind2="4">
    <subfield code="v">2</subfield>
    <subfield code="p">European Journal of English Language Teaching</subfield>
    <subfield code="n">2</subfield>
  </datafield>
  <datafield tag="100" ind1=" " ind2=" ">
    <subfield code="u">Assistant Professor, Imam Reza International University, Mashhad, Iran</subfield>
    <subfield code="a">Afsaneh Ghanizadeh</subfield>
  </datafield>
  <datafield tag="245" ind1=" " ind2=" ">
    <subfield code="a">IELTS ACADEMIC READING ACHIEVEMENT: THE CONTRIBUTION OF INFERENCE-MAKING AND  EVALUATION OF ARGUMENTS</subfield>
  </datafield>
  <datafield tag="540" ind1=" " ind2=" ">
    <subfield code="u">https://creativecommons.org/licenses/by/4.0/legalcode</subfield>
    <subfield code="a">Creative Commons Attribution 4.0 International</subfield>
  </datafield>
  <datafield tag="650" ind1="1" ind2="7">
    <subfield code="a">cc-by</subfield>
    <subfield code="2">opendefinition.org</subfield>
  </datafield>
  <datafield tag="520" ind1=" " ind2=" ">
    <subfield code="a">&lt;p&gt;The pivotal undertaking of education today is to endow individuals with the capacity to be able to think flexibly, reason rationally, and have open minds to be able to evaluate and interpret situations. In line with the studies demonstrating the positive relationship between higher-order thinking skills and academic achievement, this study aimed to particularly examine the impact of the two subcomponents of critical thinking, i.e., &lt;em&gt;inference-making&lt;/em&gt; and &lt;em&gt;evaluation of arguments&lt;/em&gt; on academic IELTS candidates' reading achievements. To achieve the purpose of the study, one hundred and seven IELTS candidates (from different institutes in Mashhad, a city in north of Iran) were asked to complete two tests of the Persian version of the “Watson-Glaser's Critical Thinking Appraisal” after being administered an IELTS reading comprehension test. The results showed that there is a positive relationship between IETLS reading score and EFL learners' inference-making and evaluation of argument. Subsequent data analyses demonstrated that among the variables, inference making is the more powerful predictor of IELTS reading achievement. In addition, the results revealed that the two mentioned variables can predict about 10 percent of IELTS reading achievement. This study has some implications for educators and administrators to take full advantage of these associations by establishing guiding principles for enhancing IELTS candidates' inference-making and evaluation of arguments.&lt;/p&gt;</subfield>
  </datafield>
  <datafield tag="024" ind1=" " ind2=" ">
    <subfield code="a">10.5281/zenodo.438720</subfield>
    <subfield code="2">doi</subfield>
  </datafield>
  <datafield tag="980" ind1=" " ind2=" ">
    <subfield code="a">publication</subfield>
    <subfield code="b">article</subfield>
  </datafield>
</record>
129
56
views
downloads
All versions This version
Views 129130
Downloads 5656
Data volume 46.6 MB46.6 MB
Unique views 122123
Unique downloads 4848

Share

Cite as