دراسات معاصرة
Volume 9, Numéro 1, Pages 366-386
2025-06-02
Exploring The Dominance And Diversity Of Thinking Styles In Algerian Efl Middle School Textbooks: Implications For Student Learning Outcomes. Case Study: Second Year Middle School Textbook
Authors : Bouziane Rahmani Smaine . Senkadi Abdelkader .
Abstract
Research into the educational curricula of the English language is of great importance. Because it seeks to solve the problems of learners, and work on developing ways of thinking and learning by taking advantage of qualitative experiments and theories that have proven successful in educational psychology. The textbook for the second generation of the English language has an active role in guiding learners to achieve educational goals, which represents an integrated approach of knowledge and ideas represented in a series of activities. This study came to investigate the diversity of thinking styles in the English language textbook for the second year average. The researcher used the analytical method by applying the Hermann scale of thinking styles to the activities of the English textbook, which amounted to 291 activities. which amounted to 291 activities. The results proved that The dominant thinking styles of the textbook are the interpersonal one, which accounts for a ratio of 38, 98%.and the sequential style represents 38,34%. Both styles represent the dominance of the traditional method of thinking, based on repetition and memorization. On the other hand, the study showed the extreme weakness of the creative style 13,42%. and analytical style 9,27. These low percentages do not stimulate learners to creativity and logical criticism while thinking. Which negatively affects the performance and proficiency in the English language. The study recommended diversifying the activities of writers, in order to provide multiple ways of thinking to solve problems. The integrated thinking of learners provides a variety of ways to access knowledge and solve problems, such as critical analysis, creativity, sequencing of ideas, and facilitating communication between learners.
Keywords
thinking styles ; learning ; textbook ; curriculum ; activities
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