منوچهر جعفری گوهر

EFL learners have major difficulties in developing critical thinking skills to enhance language learning. The present study examined the impact of the International Baccalaureate (IB) program on promoting critical thinking skills, disposition, and critical reading among a cohort of EFL learners in grade 11 and 12 in an Iranian high school that offers both IB and non-IB curriculum. The research method was quasi-experimental with a pre-test/post-test design and control group. In so doing, sixty students were randomly assigned in experimental and control group based on the results of a proficiency test. Thirty participants who studied in the IB program participated as the experimental group, and the other 30 participants from a non-IB program were selected and assigned as the control group. The results of a series of one-way ANCOVA tests revealed that the mean of critical thinking skills of the experimental group increased from 67.23 to 109.76, indicating that IB program learners significantly outperformed the control group in terms of critical thinking skill, disposition, and critical reading ability. The pedagogical implications for EFL contexts are discussed.

In the second language (L2) assessment realm, cognitive diagnostic assessment (CDA) emerges as an exceptionally practicable methodology, enabling a meticulous analysis of linguistic competencies and furnishing granular insights into learners’ proficiencies and deficiencies, thereby charting precise remedial pathways. The primary objective of this research was to develop a cognitive model of attributes underlying an International English Language Testing System (IELTS) assessment descriptor, namely grammatical range and accuracy. The model sought to enable the development of a diagnostic instrument informed by CDA, which would investigate candidates’ grammatical strengths and weaknesses to improve their performance in the IELTS. Through a multi-stage process involving qualitative data collection, interpretation, and synthesis, a comprehensive scheme emerged, categorizing cognitive attributes into two main areas: (a) knowledge of grammatical forms, including pronouns, determiners/quantifiers, adjectives, adverbials, nouns/noun phrases, verbs/tenses, and prepositions, and (b) familiarity with structural nuances, including punctuation and structural sophistication. These nine micro-level attributes comprised several sub-components aligned with three proficiency classes: A1-A2, B1-B2, and C1-C2. The model laid the groundwork for developing a three-booklet multiple-choice test. Alongside conducting pilot testing and item analysis, the study employed a saturated psychometric model to validate the CDA-informed instrument. The results confirmed the instruments’ internal consistency, validity, satisfactory fit, and effectiveness in classifying examinees based on attribute-specific mastery levels. The findings underscored severe weaknesses in punctuation, structural complexity, and verb tense usage, pinpointing crucial areas demanding targeted instructional enhancement. The theoretical implications highlight a refined understanding of grammatical competencies, while pedagogically, the results advocate for targeted teaching strategies.