The effects of epistemic curiosity-based instruction in enhancing EFL students` reading and listening skills at a tertiary level
Keywords:
Epistemic curiosity, reading, listening enhancement.
Abstract
Epistemic curiosity is seeking novel information in numerous fields incessantly. An increasing number of studies have been carried out to evaluate the role of epistemic curiosity-based instruction in enhancing students’ linguistic abilities at different stages of education. However, it was monitored that measuring the effects of epistemic curiosity-based instruction on reading and listening enhancement in Iraq context at a tertiary level was a gap in the literature which encouraged the researcher to initiate and finalize the study to fill this gap. In this regard, the present study was carried out to investigate the effects of epistemic curiosity-based instruction on students’ reading and listening competence within a span of 14 weeks. 60 freshman Foundation English course students who joined lessons actively at TISHK International University in Erbil, Iraq were chosen by simple random sampling method in 2022-2023 Academic Year. Control group students followed an orthodox training cycle, while the students in experimental group followed an epistemic curiosity driven instruction. Collected data by integrating quantitative and qualitative instruments revealed that epistemic curiosity-based instruction enhanced students’ reading and listening marks significantly. This study's implications can provide a basis for education stakeholders who are considering introducing an epistemic curiosity-based curriculum in educational institutions.
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References
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Metcalfe, J., Schwartz, B. L., & Eich, T. S. (2020). Epistemic curiosity and the region of proximal learning. Current Opinion in Behavioral Sciences, 35, 40-47.
Nakamura, S., Reinders, H., & Darasawang, P. (2022). A classroom-based study on the antecedents of epistemic curiosity in L2 learning. Journal of Psycholinguistic Research, 51(2), 293-308.
O’Cathain, A., Murphy, E., & Nicholl, J. (2010). Three techniques for integrating data in mixed methods studies. Bmj, 341.
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Pande, M., & Bharathi, S. V. (2020). Theoretical foundations of design thinking–A constructivism learning approach to design thinking. Thinking Skills and Creativity, 36, 100637.
Pellegrino, J. W. (2017). Teaching, learning and assessing 21st century skills. OECD. https://doi.org/10.1787/9789264270695-en
Prayogi, S., & Asy'ari, M. (2021). Problem-Based Learning with Character-Emphasis and Naturalist Intelligence: Examining Students Critical Thinking and Curiosity. International Journal of Instruction, 14(2), 217-232.
Rahman, M. M., Tabash, M. I., Salamzadeh, A., Abduli, S., & Rahaman, M. S. (2022). Sampling techniques (probability) for quantitative social science researchers: a conceptual guidelines with examples. Seeu Review, 17(1), 42-51.
Rauterberg, M. (1995). About a Framework for information and information processing of learning systems, Proceedings of IFIP conference on Information System Concepts, London, UK, 1995, pp. 54-69
Silalahi, R. M. (2019). Understanding Vygotsky’s zone of proximal development for learning. Polyglot: Scientific Journal, 15(2), 169-186.
Tan, P., & Tan, K. (2020). In-game instructions: The extent of their usefulness in enhancing the vocabulary acquisition of ESL learners. International Journal of Emerging Technologies in Learning (iJET), 15(4), 73-89.
Tang, X., & Salmela-Aro, K. (2021). The prospective role of epistemic curiosity in national standardized test performance. Learning and Individual Differences, 88, 102008.
Tieben, R., Bekker, T., & Schouten, B. (2011, July). Curiosity and interaction: making people curious through interactive systems. In Proceedings of HCI 2011 The 25th BCS Conference on Human Computer Interaction 25 (pp. 361-370).
Tobin, S. J., & Guadagno, R. E. (2022). Why people listen: Motivations and outcomes of podcast listening. Plos one, 17(4), e0265806.
Ulker, U., Ulker, V., Celik, B., Yildiz, Y., & Bilgin, R. (2021). E-Book Reading Genre Preferences of Teachers Teaching in Foreign Languages in Private Schools (Case Study/Iraq). International Journal of Social Sciences & Educational Studies, 8(4), 158-170.
Wale, B. D., & Bishaw, K. S. (2020). Effects of using inquiry-based learning on EFL students’ critical thinking skills. Asian-Pacific Journal of Second and Foreign Language Education, 5, 1-14.
Wale, B. D., & Bogale, Y. N. (2021). Using inquiry-based writing instruction to develop students’ academic writing skills. Asian-Pacific Journal of Second and Foreign Language Education, 6(1), 1-16.
Wallace, M. P. (2022). Individual differences in second language listening: Examining the role of knowledge, metacognitive awareness, memory, and attention. Language Learning, 72(1), 5-44.
Williams, M. K. (2017). John Dewey in the 21st century. Journal of Inquiry and Action in Education, 9(1), 7.
Wilson, K. (2021). Exploring the challenges and enablers of implementing a STEM project-based learning programme in a diverse junior secondary context. International Journal of Science and Mathematics Education, 19(5), 881-897.
Wolf, M. C., Muijselaar, M. M., Boonstra, A. M., & de Bree, E. H. (2019). The relationship between reading and listening comprehension: shared and modality-specific components. Reading and Writing, 32, 1747-1767.
Yildiz, Y. (2017). Extracurricular activities in the steps of aim-based education. International Journal of Social Sciences & Educational Studies, 4(2), 129-135.
Yildiz, Y. (2020). Reading habit and its role on students’ academic success at language preparatory school: A research on Tishk International University preparatory school students. Amazonia Investiga, 9(27), 189-194. https://doi.org/10.34069/AI/2020.27.03.20
Yildiz, Y. (2021). Teaching English as a foreign language to 4th grade students by using technology. Canadian Journal of Language and Literature Studies, 1(2), 38-54.
Yildiz, Y. (2022). An Examination of the Experiences of Turkish ELLs about the Chatbot Apps to Learn English. Canadian Journal of Language and Literature Studies, 2(5), 32-41.
Abubakr A.S., & Kara, S. (2022). Mentor-Mentee Relationship: Fifteen Career Saving Suggestions. International Journal of Social Sciences & Educational Studies, 9(3).
Adhami, N., & Taghizadeh, M. (2022). Integrating inquiry-based learning and computer supported collaborative learning into flipped classroom: effects on academic writing performance and perceptions of students of railway engineering. Computer Assisted Language Learning, 1-37.
Barron, B., & Darling-Hammond, L. (2008). Teaching for Meaningful Learning: A Review of Research on Inquiry-Based and Cooperative Learning. Book Excerpt. George Lucas Educational Foundation.
Batubara, F., Derin, T., Putri, N. S., & Yudar, R. S. (2020). Five factors influencing the students’ motivation to learn English as a foreign language: a closer look into montessori classroom environment. REiLA: Journal of Research and Innovation in Language, 2(2), 76-84.
Berlyne, D. E. (1954). A theory of human curiosity. British Journal of Psychology, 45, 3 (1954: Aug)
Celik, B., & Yildiz, Y. (2017). Commitment to the teaching profession. International Journal of Social Sciences & Educational Studies, 4(2), 93-97.
Eren, A. (2009). Examining the relationship between epistemic curiosity and achievement goals. Eurasian Journal of Educational Research.
Fouad, K. E., Masters, H., & Akerson, V. L. (2015). Using history of science to teach nature of science to elementary students. Science & Education, 24, 1103–1140.
Gaili, W. (2022, August). Evaluation of Online Teaching based on SPSS Data Analysis. In 2022 International Conference on Computers, Information Processing and Advanced Education (CIPAE) (pp. 155-158). IEEE.
Grigorescu, D. (2020). Curiosity, intrinsic motivation and the pleasure of knowledge. Journal of Educational Sciences & Psychology, 10(1).
Guetterman, T. C., & James, T. G. (2023). A software feature for mixed methods analysis: The MAXQDA Interactive Quote Matrix. Methods in Psychology, 100116.
Gurler, I. (2015). Correlation between self-confidence and speaking skill of English language teaching and English language and literature preparatory students. Curr Res Soc Sci, 1(2), 14-19.
Hagen, Å. M., Knoph, R., Hjetland, H. N., Rogde, K., Lawrence, J. F., Lervåg, A., & Melby-Lervåg, M. (2022). Measuring listening comprehension and predicting language development in at-risk preschoolers. Scandinavian Journal of Educational Research, 66(5), 778-792.
Hong, J. L., Liao, C. Y., Syu, C. M., & Chan, T. W. (2022). Improve Writing Motivation through Curiosity in Writing. Editors, 31.
Jia, Q. (2010). A brief study on the implication of constructivism teaching theory on classroom teaching reform in basic education. International Education Studies, 3(2), 197-199.
Jiang, D., Kalyuga, S., & Sweller, J. (2018). The curious case of improving foreign language listening skills by reading rather than listening: An expertise reversal effect. Educational Psychology Review, 30, 1139-1165.
Jiang, Y. (2021). Challenges of Implementing Inquiry-based Learning in Chinese Secondary school EFL Classrooms: A Review of Instructors’ and Students’ Perceptions. Journal of Studies in the English Language, 16(2), 1-21.
Jirout, J., & Klahr, D. (2012). Children's scientific curiosity: In search of an operational definition of an elusive concept. Developmental Review, 32, 125–160.
Johnson, B. T., & Tawfik, A. A. (2022). First, second, and third-order barriers to information literacy and inquiry-based learning for teachers in poverty contexts. Educational technology research and development, 70(4), 1221-1246.
Kara, S. (2023). The Effects of Web 2.0 Tools on Foundation English StudentsSuccess Rates at A Private University in Iraq. International Journal of Social Sciences & Educational Studies, 10(1), 22.
Kuçukoglu, H. (2013). Improving reading skills through effective reading strategies. Procedia-Social and Behavioral Sciences, 70, 709-714.
Kuperman, V., Siegelman, N., Schroeder, S., Acartürk, C., Alexeeva, S., Amenta, S., ... & Usal, K. A. (2022). Text reading in English as a second language: Evidence from the Multilingual Eye-Movements Corpus. Studies in Second Language Acquisition, 1-35.
Litman, J. A. (2010). Relationships between measures of I-and D-type curiosity, ambiguity tolerance, and need for closure: An initial test of the wanting-liking model of information-seeking. Personality and Individual Differences, 48(4), 397-402.
Loewenstein, G. (1994). The psychology of curiosity: a review and reinterpretation. Psychological Bulletin, 116, pp. 75-98
Lowry, N., & Johnson, D. W. (1981). Effects of controversy on epistemic curiosity, achievement, and attitudes. The Journal of Social Psychology, 115(1), 31-43.
MacKinnon, S. L., & Archer-Kuhn, B. (2022). Reigniting curiosity and inquiry in higher education: A realist’s guide to getting started with inquiry-based learning. Stylus Publishing, LLC.
Metcalfe, J., Schwartz, B. L., & Eich, T. S. (2020). Epistemic curiosity and the region of proximal learning. Current Opinion in Behavioral Sciences, 35, 40-47.
Nakamura, S., Reinders, H., & Darasawang, P. (2022). A classroom-based study on the antecedents of epistemic curiosity in L2 learning. Journal of Psycholinguistic Research, 51(2), 293-308.
O’Cathain, A., Murphy, E., & Nicholl, J. (2010). Three techniques for integrating data in mixed methods studies. Bmj, 341.
OECD. (2018). The Future of Education and Skills: Education 2030. OECD Education Working Papers. Paris. https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf
Ozdem-Yilmaz, Y., & Bilican, K. (2020). Discovery Learning—Jerome Bruner. Science education in theory and practice: An introductory guide to learning theory, 177-190.
Pande, M., & Bharathi, S. V. (2020). Theoretical foundations of design thinking–A constructivism learning approach to design thinking. Thinking Skills and Creativity, 36, 100637.
Pellegrino, J. W. (2017). Teaching, learning and assessing 21st century skills. OECD. https://doi.org/10.1787/9789264270695-en
Prayogi, S., & Asy'ari, M. (2021). Problem-Based Learning with Character-Emphasis and Naturalist Intelligence: Examining Students Critical Thinking and Curiosity. International Journal of Instruction, 14(2), 217-232.
Rahman, M. M., Tabash, M. I., Salamzadeh, A., Abduli, S., & Rahaman, M. S. (2022). Sampling techniques (probability) for quantitative social science researchers: a conceptual guidelines with examples. Seeu Review, 17(1), 42-51.
Rauterberg, M. (1995). About a Framework for information and information processing of learning systems, Proceedings of IFIP conference on Information System Concepts, London, UK, 1995, pp. 54-69
Silalahi, R. M. (2019). Understanding Vygotsky’s zone of proximal development for learning. Polyglot: Scientific Journal, 15(2), 169-186.
Tan, P., & Tan, K. (2020). In-game instructions: The extent of their usefulness in enhancing the vocabulary acquisition of ESL learners. International Journal of Emerging Technologies in Learning (iJET), 15(4), 73-89.
Tang, X., & Salmela-Aro, K. (2021). The prospective role of epistemic curiosity in national standardized test performance. Learning and Individual Differences, 88, 102008.
Tieben, R., Bekker, T., & Schouten, B. (2011, July). Curiosity and interaction: making people curious through interactive systems. In Proceedings of HCI 2011 The 25th BCS Conference on Human Computer Interaction 25 (pp. 361-370).
Tobin, S. J., & Guadagno, R. E. (2022). Why people listen: Motivations and outcomes of podcast listening. Plos one, 17(4), e0265806.
Ulker, U., Ulker, V., Celik, B., Yildiz, Y., & Bilgin, R. (2021). E-Book Reading Genre Preferences of Teachers Teaching in Foreign Languages in Private Schools (Case Study/Iraq). International Journal of Social Sciences & Educational Studies, 8(4), 158-170.
Wale, B. D., & Bishaw, K. S. (2020). Effects of using inquiry-based learning on EFL students’ critical thinking skills. Asian-Pacific Journal of Second and Foreign Language Education, 5, 1-14.
Wale, B. D., & Bogale, Y. N. (2021). Using inquiry-based writing instruction to develop students’ academic writing skills. Asian-Pacific Journal of Second and Foreign Language Education, 6(1), 1-16.
Wallace, M. P. (2022). Individual differences in second language listening: Examining the role of knowledge, metacognitive awareness, memory, and attention. Language Learning, 72(1), 5-44.
Williams, M. K. (2017). John Dewey in the 21st century. Journal of Inquiry and Action in Education, 9(1), 7.
Wilson, K. (2021). Exploring the challenges and enablers of implementing a STEM project-based learning programme in a diverse junior secondary context. International Journal of Science and Mathematics Education, 19(5), 881-897.
Wolf, M. C., Muijselaar, M. M., Boonstra, A. M., & de Bree, E. H. (2019). The relationship between reading and listening comprehension: shared and modality-specific components. Reading and Writing, 32, 1747-1767.
Yildiz, Y. (2017). Extracurricular activities in the steps of aim-based education. International Journal of Social Sciences & Educational Studies, 4(2), 129-135.
Yildiz, Y. (2020). Reading habit and its role on students’ academic success at language preparatory school: A research on Tishk International University preparatory school students. Amazonia Investiga, 9(27), 189-194. https://doi.org/10.34069/AI/2020.27.03.20
Yildiz, Y. (2021). Teaching English as a foreign language to 4th grade students by using technology. Canadian Journal of Language and Literature Studies, 1(2), 38-54.
Yildiz, Y. (2022). An Examination of the Experiences of Turkish ELLs about the Chatbot Apps to Learn English. Canadian Journal of Language and Literature Studies, 2(5), 32-41.
Published
2023-03-30
How to Cite
Kara, S. (2023). The effects of epistemic curiosity-based instruction in enhancing EFL students` reading and listening skills at a tertiary level. Amazonia Investiga, 12(62), 75-91. https://doi.org/10.34069/AI/2023.62.02.6
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