The Role Of Intertextuality Of Print Text And Visual Text To Promote Critical Thinking Among Esl Learners: A Comparative Study
One of the major concerns in the ESL classroom is the lack of critical responses of the ESL learners. This brings a gap in the knowledge and language acquisition in the ESL classroom. This study is carried out to see if the use of intertextuality of print (a short story) and visual (a movie) text...
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| Main Authors: | , |
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| Format: | Research Report |
| Language: | English |
| Published: |
Universiti Sains Islam Malaysia
2015
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| Online Access: | http://ddms.usim.edu.my/handle/123456789/8191 |
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| Summary: | One of the major concerns in the ESL classroom is the lack of critical responses of
the ESL learners. This brings a gap in the knowledge and language acquisition in
the ESL classroom. This study is carried out to see if the use of intertextuality of
print (a short story) and visual (a movie) text is able to assist ESL learners in
generating Critical Thinking. A study was carried out with 40 ESL students of
Universiti Sains Islam Malaysia, where the experimental group was exposed to
both the print and visual text, while the control group was exposed to just the
print text. The Bloom's Taxonomy of Higher Thinking Model was used to
analyze the critical thinking ability of both the experimental and the control
group. To triangulate the findings, the experimental group was required to
answer a set of questionnaire. This study was able to highlight the potentials of
intertextuality to affect the students both at their intellectual and personal levels
as to prompt the desired critical responses and to later initiate critical analyses
and reflections. The finding also showed that the experifnental group has
positive perspectives regarding the use of intertextuality in ESL classroom. |
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