The Effectiveness of Flexible Thinking and its Relationship to Learning English Language among University Gifted Students: Mixed Approach

Abstract

Abstract

The purpose of this study is to clarify the effectiveness of flexible thinking and its relationship to learning English language (LEL) for university gifted students. The mixed approach with sequential explanatory design was adopted in this study, through the flexible thinking scale as a tool for collecting quantitative data on a sample of (300) gifted students, then the semi-structured interviews were used as a tool for collecting qualitative data on a purposive sample of (10) gifted students. The quantitative data was processed by using for the Statistical Analysis Program (SPSS.24), to measure frequencies, means and correlation coefficients (Pearson's correlation). While conducted qualitative data was analyzed using thematic analysis, which represented four major themes: reflections of (LEL), justifications for (LEL), reflections of students' awareness of the concept of flexible thinking and the positive relationship between (LEL) and flexible thinking, and finally the potential difficulties of not being proficient in the (EL) at the university levels. However, the results of the quantitative analysis showed that there was a statistically significant correlation between the level of flexible thinking as a whole and the level of (LEL) for gifted students, and at the level of all dimensions of flexible thinking, except for the dimension of openness to ideas, which showed that there were no statistically significant differences in the relationship. While the results of the qualitative analysis confirmed and explained the quantitative results, as they emphasized the impact of (LEL) on the effectiveness of flexible thinking and many aspects of the personality of gifted learners in university levels. 

Key Words:

Flexible Thinking, Cognitive Flexibility, Learning English Language, Bilingualism, Gifted Students, University Levels.