A PBLT approach to teaching ESL speaking, writing, and thinking skills

A. Mehdi Riazi, Gholamhossein Shahini

Research output: Contribution to journalArticleResearchpeer-review

Abstract

This paper introduces Philosophy-based Language Teaching (PBLT) as a new approach to developing productive language and thinking skills in students. The approach involves posing philosophical questions and engaging students in dialogues within a community of enquiry context. To substantiate the approach, the paper reports a study in which 34 university students from one of the major universities in Iran were randomly assigned to two groups: one experimental (PBLT/led by philosophical questions) and the other control (conventional/directed by ordinary or non-philosophical questions). Results revealed that there was a significant difference between the two groups with students in the experimental group outperforming those in the control group on both speaking andwriting tasks. The findings of the study have implications for all stakeholders in ELT locally and internationally.

LanguageEnglish
Pages170-179
Number of pages10
JournalELT Journal
Volume65
Issue number2
DOIs
Publication statusPublished - 2011

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speaking
Teaching
Language
Students
language
Group
student
university
Iran
dialogue
stakeholder
Control Groups
philosophy
Thinking
Language Teaching
Philosophy
community
Conventional
Experimental Group
Experimental philosophy

Cite this

Riazi, A. Mehdi ; Shahini, Gholamhossein. / A PBLT approach to teaching ESL speaking, writing, and thinking skills. In: ELT Journal. 2011 ; Vol. 65, No. 2. pp. 170-179.
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A PBLT approach to teaching ESL speaking, writing, and thinking skills. / Riazi, A. Mehdi; Shahini, Gholamhossein.

In: ELT Journal, Vol. 65, No. 2, 2011, p. 170-179.

Research output: Contribution to journalArticleResearchpeer-review

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