چكيده
The present study was designed to investigate the effect of task performance on Iranian EFL learners' perspective taking ability and thinking styles. To this end, 75 English students of Kateb Language Institute, located in Bokan, Iran, filled out perspective taking ability and thinking styles questionnaires. The individuals had nearly the same background knowledge and were within the age range of 16 to 20. Seventy five people who had scored 1SD below and above the mean were selected to receive a three-week treatment (2 sessions each week) of getting involved with two tasks such as discussion and problem solving activities. Having received the treatment, participants filled out the same questionnaire applied at the initial step once again. Finally, the scores of the first and second applied questionnaires were compared to each other by paired samples t-test measurement. The findings revealed that tasks had a significance effect on Iranian EFL learners' perspective taking ability and thinking styles. The results of MANOVA (F (13, 136) = 3.15, p = .000, partial η2 = .232 representing a large effect size) (Table 12) indicated that there were significant differences between the experimental and control EFL learners’ means on the 13 components of the posttests of thinking styles. Thus the first null-hypothesis was rejected. The results of independent-samples t-test (t (148) = 11.47, p = .000, r = .686, representing a large effect size) (Table4.15) indicated that there was a significant difference between the experimental and control EFL learners’ means on the posttest of social perspective. Thus it can be claimed the second null-hypothesis was rejected.
Key terms:
EFL Learners, Perspective Taking Ability, Task, Thinking Styles
