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  Past Issues |
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Go List
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| Volume 17 Number 2, Summer 2020, Pages 319-757 |
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Role of Transformative Learning in Developing Global Mindedness in an EFL Literature Studies Context
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Sukanya Kaowiwattanakul
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The purposes of this research were to examine the role of transformative learning on the development of the global mindedness of university students in an English as a foreign language literature studies context and to explore student attitudes towards their transformative learning experiences. Participants included 25 second-year English major students who were enrolled in the Introduction to Literature Course in the first semester of the academic year 2018 at a university in Thailand. The instruments used for this study were six lesson plans using transformative learning theory, a global mindedness scale, a reflective writing activity, semi-structured interview questions, and a classroom observation schedule. The t-test, the mean and standard deviation calculations including content analysis were used for data analysis. The findings revealed that the transformative learning experiences had a significant role in improving student global mindedness in the literature studies class via a process of worldview changing; an acknowledgement of differences of ideas, culture, and race; and a disorienting dilemma. The students also expressed positive attitudes towards their transformative learning experiences in the literature studies class.
Keywords: transformative learning, global mindedness, EFL learners, literature classroom |
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http://dx.doi.org/10.18823/asiatefl.2020.17.2.13.508
