Enhancing Thinking Skills in Thai EFL Learners through Sternberg’s Triarchic Theory integrated in English Grammar Instruction
Article Sidebar
Main Article Content
บทคัดย่อ
Effective thinking skills, crucial for success in today’s dynamic world, empower learners to analyze information critically, solve problems creatively, and make informed decisions. However, Thai middle/high school students often face challenges developing these skills within language classrooms. This study investigated the effectiveness of incorporating Sternberg’s Triarchic Theory of Intelligence (Sternberg, 1985, 1996, 2001) into grammar instruction provided to a group of 21 ninth-graders enrolled in Basic English 5 at a leading public school in Bangkok, Thailand, in 2021. Data collection included a researcher-developed Thinking Skills Test developed from O-NET (2015-2018) and PISA 2018 (OECD, 2018) test content, classroom observations of grammar instruction utilizing the four-stage lesson plan, an attitude survey, and semi-structured interviews. Findings revealed that participants perceived the Critical-Analytical aspect of the Triarchic Theory as particularly beneficial for their grammar learning. They expressed highly positive attitudes towards this type of thinking and somewhat positive attitudes towards Creative and Practical thinking. The study suggests that integrating thinking skills can enhance language learning, fostering a connection between grammar and other language skills. These results offer valuable insights for developing English language curricula in middle schools and contribute to research exploring the interdependence of thinking skills and language education for EFL learners
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Adeyemi, O. (2017). Developing critical thinking skills in the 21st century classroom. International Journal of Education and Development using Information and Communication Technology, 13(4), 35-48.
Alidmat, A. O., & Ayassrah, M. A. (2017). Development of critical thinking skills throughwriting tasks: Challenges facing maritime English students at Aqaba College, AlBalqa Applied University, Jordan. The International Journal of Higher Education, 6(3), 82-90.
Arango, E. J., Costello, S. & Grové, C. (2018). A scoping review of different ways of thinking in children. Behav Sci (Basel), 8(12), 115. https://doi.org/10.3390/bs8120115
Baddeley, A. (2007). Working memory, thought, and action. Oxford University Press.
Báez, C. P. (2004). Critical Thinking in the EFL Classroom: The Search for a Pedagogical Alternative to Improve English Learning. Íkala, revista de lenguaje y cultura, 9(15), 45-80. https://www.redalyc.org/pdf/2550/255025901003.pdf
Bechara, A., Damasio, A. R., Damasio, H., & Anderson, S. W. (1994). Insensitivity to future consequences following damage to prefrontal cortex. Journal of Neuroscience, 14(4), 2857-2862.
Begley, S. (1992). Sternberg’s triarchic theory of intelligence and its implications for the schooling of gifted students. Gifted Child Quarterly, 36(2), 86-92.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. National Academies Press.
Braun, V., & Clarke, V. (2006). Using thematic analysis in qualitative research. Qualitative research in psychology, 3(2), 77-101.
Chapelle, C. A. (2015). Technology-enhanced language learning. Routledge.
Chiou, B. (2019). The application of problem-based learning approach in English grammar instruction: A pilot study. Journal of Language Teaching and Research, 10(3), 446-453. http://dx.doi.org/10.17507/jltr.1003.06
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage.
Denzin, N. K., & Lincoln, Y. S. (2018). The landscape of qualitative research (4th ed.). Sage.
DeVellis, R. F. (2017). Scale development: Theory and applications. Sage Publications.
Dewey, J. (1966). Democracy and education: An introduction to the philosophy of education. Macmillan.
Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1), 83-107.
Ellis, R., & Johnson, C. (1994). Building a second language vocabulary. Heinle & Heinle Publishers.
Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107-115.
Facione, P. A. (1990). Critical thinking: A statement of expert consensus for a set of college learning outcomes. The California Academic Press.
Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). Sage.
Fisher, D. (2008). Thinking for a living: Why our kids need a revolution in basic skills. ASCD.
Graham, S., McKeown, M. G., & Kiessling, S. D. (2017). Self-regulated strategy development in writing: A meta-analysis. Educational Psychologist, 52(1), 3-29. https://link.springer.com/article/10.1007/s11145-022-10297-z
Helmich, J. (2001). Learning and teaching in social studies (2nd ed.). Merrill Prentice Hall.
Higgins, S. E. (2015). A Recent History of Teaching Thinking. In R. Wegerif, L. Li, & J. C. Kaufman (Eds.), The Routledge International Handbook of Research on Teaching Thinking (pp. 18-28). Routledge.
Hoang, H. T. (1995). An investigation into using metacognitive strategies in improving students’ listening comprehension [Unpublished master’s thesis]. Chulalongkorn University.
Jick, T. D. (2014). Mixing qualitative and quantitative methods: Triangulation in action. Sage.
Johnston, B., Mitchell, R., Myles, F., & Ford, P. (2011). Developing Student Criticality in Higher Education: Undergraduate Learning in the Arts and Social Sciences. Continuum International Publishing Group.
Larsen-Freeman, D. (2013). Techniques and principles in language teaching. Oxford University Press.
Littlewood, W. (2014). Communicative language teaching. Oxford University Press.
MacIntyre, P. D. (1999). Students’ perceptions of English language learning: The role of affective factors. System, 27(2), 3-40. https://www.scirp.org/reference/ReferencesPapers?ReferenceID=903523
Maley, A., & Peachey, N. (2010). Creativity in the English language classroom. British Council.
McLeish, K. (2009). Attitude of students towards cooperative learning methods at Knox community college: A descriptive study [Master’ thesis]. University of Technology, Jamaica. https://eric.ed.gov/?id=ED506779
Merriam, S. B. (2009). Qualitative research: A practical guide for social scientists. (7th ed.). Jossey-Bass.
Ministry of Education. (2008). The Basic Education Core Curriculum B.E. 2551 (A.D. 2008). http://academic.obec.go.th/images/document/1525235513_d_1.pdf
Nation, I. S. P. (2008). Learning vocabulary in language learning. Heinle & Heinle Publishers.
National Institute of Educational Testing Service. (2020). Ordinary National Educational Test (O-NET) [In Thai]. https://www.niets.or.th/th/catalog/view/211
National Institute of Educational Testing Service. (2021). National Testing and Assessment. https://www.niets.or.th
Newell, A., & Simon, H. A. (1972). Human problem solving. Prentice-Hall.
Nold, H. (2017). Using Critical Thinking Teaching Methods to Increase Student Success: An Action Research Project. International Journal of Teaching and Learning in Higher Education, 29(1), 17-32.
Organisation for Economic Co-operation and Development (OECD). (2018). PISA 2018 results (Volume I): What students know and can do. https://www.oecd.org/pisa/Combined_Executive_Summaries_PISA_2018.pdf
Oxford, R. L. (1990). Language learning strategies: What do we know about them? The Modern Language Journal, 74(4), 414-427. https://core.ac.uk/download/pdf/82653331.pdf
Oxford, R. L. (2011). Teaching and researching language learning strategies (2nd ed.). Pearson Education.
Pashler, H. E., McDaniel, M. A., Rohrer, D., & Bjork, R. A. (2007). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 8(1), 3-22.
Poangpaiboon, K. (1998). A development of thinking ability of prathom suksa six students using Sternberg approach in teaching [Master’s thesis]. Chulalongkorn University Intellectual Repository.
Richards, J. C. (2001). Communicative language teaching: Theories and methods. Cambridge University Press.
Rovinelli, R. J., & Hambleton, R. K. (1977). On the use of content area ratings in measuring educational achievement. Educational Researcher, 6(7), 17-22.
Sadler-Smith, E. (2015). Wallas’s four-stage model of the creative process: More than meets the eye? Creativity Research Journal, 27(4), 342–352. https://doi.org/10.1080/10400419.2015.1087277
Santrock, J. W. (2020). Educational psychology. McGraw-Hill Education.
Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Houghton Mifflin Harcourt.
Sternberg, R. J. (1985). Beyond IQ: A Triarchic Theory of Human Intelligence. Cambridge University Press.
Sternberg, R. J. (1988). Mental Self-government: A theory of intellectual styles and their development. Human Development, 31, 197-224.
Sternberg, R. J. (1990). Metaphors of Mind. Cambridge University Press.
Sternberg, R. J. (1996). Past psychological perspectives on intelligence: A view of the future. Educational Psychologist, 31(4), 3–22.
Sternberg, R. J. (1999). Successful intelligence: finding a balance. Trends in cognitive sciences, 3(1), 436-442.
Sternberg, R. J. (2001). Teaching for thinking. Educational leadership, 59(1), 16-22.
Sternberg, R. J. (2020, December 10). Human intelligence. Encyclopedia Britannica. https://www.britannica.com/science/human-intelligence-psychology
Sternberg, R. J. & Swerling, L. S. (1996). Teaching for thinking (1st ed.). American Psychological Association.
Sutawong, S. (2018, September). SORNKID thinking school based classroom [Paper presentation]. The meeting of the teacher training on “Thinking school teacher from New Zealand.” Sri Ayudhya School, Bangkok.
Thammasaranyakun, N., Dachakupt, P., & Kraimongkon, Y. (2012). Development of an instructional process using sternberg’s four step model and heuristics concept to enhance mathematical reasoning and problem-solving abilities of sixth grade students. Journal of Education Naresuan University, 14(1), 77-95.
Thornbury, S. (1999). How to teach grammar. Thomas Nelson.
Thornbury, S. (2007). Teaching grammar creatively. Pearson Education Limited.
Tishman, S., & Andreade, A. (1995). Thinking dispositions: A review of current Theories, practices and issues. https://learnweb.harvard.edu/alps/thinking/docs/Dispositions.htm
Vinney, C. (2020, January 19). Understanding the Triarchic Theory of Intelligence. ThoughtCo. https://www.thoughtco.com/triarchic-theory-of-intelligence-4172497
Wallas, G. (1926). The art of thought. Jonathan Cape.
Wiboonyodsarin, S. (2000). Effects of using Sternberg’s Triarchic Teaching Model in life experiences area on creative problem solving and academic achievement of prathom suksa five students. [Master’s thesis, Chulalongkorn University]. Chulalongkorn University Intellectual Repository.
Wilson, M. (2021, June 14). Re: What are the 4 key components of a lesson plan? [Web blog message]. https://www.restaurantnorman.com
Yang, N., & Wu, S. (2018). The effects of learner-centered activities on EFL learners’ grammatical accuracy and motivation. System, 73, 101-114.
Zhang, L., & Sternberg, R. J. (2000). Assessing student thinking in China: Theoretical and empirical considerations. Educational Psychologist, 35(3), 187-200. https://www.sciencedirect.com/science/article/abs/pii/S0732312317300184