scholarly journals Integrating thinking skills in foreign language learning: What can we learn from teachers’ perspectives?

2016 ◽  
Vol 22 ◽  
pp. 273-288 ◽  
Author(s):  
Li Li
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Teachers Perspectives

Qurʾanic Figurative Language to Develop High Order Thinking Skills (HOTS) and Religious Tolerance among Language Learners

2021 ◽  
Vol 19 (2) ◽  
pp. 173-199
Author(s):  
Mahrus Asʾad ◽  
Ahmad Bukhori Muslim ◽  
Wagdi Rashad Ali Bin-Hady
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Figurative Language ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Language Teachers ◽  
Religious Tolerance ◽  
Foreign Language Learners

Abstract Similar to other theistic texts, the Qurʾan has some figurative languages which require deep thought for good comprehension. However, how these rhetorical imageries can inspire the development of higher order thinking skills (HOTS) and religious tolerance among language learners, two necessary skills in the information-laden era, is still less known. This study explores how the Qurʾan’s figurative languages serve as an inspiring basis to develop Bloom’s revised taxonomy of analyzing and evaluating thinking skills in foreign language learning. Document analysis shows that many verses in Sura (Chapter) Joseph and other five chapters contain some simile, personification, and metaphor in recounting past prophetical and scientific events humans need to learn for life. Incorporated into learning materials, these figurative languages require the foreign language learners to use their skills of sensing, imagining, and making logical reasoning to discern the real meanings. The discussion of Sura Joseph in the Qurʾan which recounts some prophets of Abraham’s descendants can also increase religious tolerance among young followers of Abrahamic religions. The study recommends some strategies on how language teachers base their teaching and learning practices on these religious scriptures to develop students’ critical thinking and create a more harmonious global citizenship.

scholarly journals Metacognitive Awareness and Critical Thinking Abilities of Pre-service EFL Teachers

2018 ◽  
Vol 7 (5) ◽  
pp. 116
Author(s):  
Dilek Cakici
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Metacognitive Awareness ◽  
Learning Context ◽  
Efl Teachers

The primary aim of current study was to investigate the possible relationship between Metacognitive Awareness (MA) and Critical Thinking Skills (CTS) in a foreign language learning context. In addition, this research aimed to probe the effect of gender and years of pre-service English language teachers on the relation between metacognitive awareness and critical thinking abilities. 218 pre-service EFL (English as a Foreign Language) teachers participated in the study. Metacognitive Awareness Inventory and Critical Thinking Questionnaire were employed to gather necessary data. Obtained results confirmed that there existed a highly significant positive correlation between MA and CTS. Besides, the results indicated that there was a strong relation between the years of pre-service EFL teachers and their MA and CTS. Seniors were found to be more metacognitively aware and critical thinkers than their counterparts. Conversely, it was revealed that there was no gender effect on both MA and CTS. Finally, certain suggestions were set for tertiary institutions to develop metacognition and critical thinking skills in foreign language classroom settings.

scholarly journals Kemampuan Berpikir Logis dan Penguasaan Kosa kata Bahasa Jerman

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Hesti Lestari ◽  
Misnawaty Usman ◽  
Hasmawati Hasmawati
Keyword(s):  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Logical Thinking ◽  
School Students ◽  
Writing Test ◽  
The Relationship

There are many factors that can influence students' vocabulary mastery in foreign language learning. This study aims to determine the relationship between logical thinking skills and students' mastery of German vocabulary. Research is an experimental study involving only the experimental class without the control class. Data collection techniques are done through writing test and logical thinking test in the form of Intelligent Structure Test (IST). The sample in this study were 21 high school students selected through random sampling techniques. The results of the analysis of this study indicate that there is a significant relationship between the ability to think logically with students' mastery of German vocabulary. Students who have good critical thinking skills, tend to more easily remember and understand new vocabulary in learning foreign languages.

Saudi EFL Teachers’ Perspectives on Learner Autonomy

2017 ◽  
Vol 9 (5) ◽  
pp. 211 ◽  
Author(s):  
Fakieh Alrabai
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learner Autonomy ◽  
Related Factors ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Teachers Perspectives ◽  
Frequency Counts ◽  
Method Approach

This paper reports the findings of a study that investigated the perceptions on learner autonomy of 136 English teachers in Saudi Arabia. Using a mixed-method approach that utilized a survey and an interview, teachers’ beliefs were explored considering their interpretations of the concept of learner autonomy and its role in foreign language learning, the sense of responsibility that those teachers have in helping their learners become autonomous, the extent to which they feel that their learners are autonomous, and the challenges that they face in promoting their learners’ autonomy. Descriptive statistics (i.e., frequency counts and percentages) were calculated to determine the study findings. These findings revealed that the teachers in this study conceptualized the construct of learner autonomy according to four main orientations: technical, psychological, social, and political; the teachers’ notions of learner autonomy were most strongly associated with the psychological orientation. These teachers also emphasized that they were responsible for their students’ learning, and they perceived their students as passive, dependent and lacking initiative. They further identified several factors related to the learner, the institution, and the teacher as barriers that challenge them in their facilitation of learner autonomy, with some Saudi learner-related factors being the teachers’ main challenges in this regard.

scholarly journals ICTs and Project-Based Learning (PBL) in EFL: Pre-service Teachers’ Attitudes and Digital Skills

2021 ◽  
Vol 10 (1) ◽  
pp. 63
Author(s):  
Jose Belda-Medina
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
New Technologies ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Digital Skills ◽  
Post Test ◽  
On Line ◽  
Teachers Attitudes

Although there is a rich body of literature about the implementation of ICTs in foreign language learning, none has investigated the technological attitudes and digital skills of pre-service teachers thanks to the adoption of a Project-Based Learning (PBL) methodology. This study analyses the attitudes and digital skills of pre-service teachers through the implementation of ICT-based projects in the EFL classroom. For this purpose, 120 teacher candidates at the University of Alicante (Spain) participated in this experiment. First, all students were administered a pretest to measure the degree of technological affinity and digital skills. Then, they were divided into smaller groups (cooperative learning) in order to design and create several ICT-based projects aimed at teaching English as a foreign language to children and young learners. All the participants later presented their projects and evaluated the results (peer-evaluation) from a technical and pedagogical perspective. Finally, they completed a post-test based on their self-perceived learning outcomes in relation to ICT integration. The results revealed significant learning gains in digital and higher-order thinking skills (create, analyse, evaluate). Teaching candidates show a positive attitude towards the integration of ICTs in the EFL classroom but demand better training as regards the adoption of new technologies, particularly given the current situation and the need for increased on-line teaching.

scholarly journals Flipped classroom approach in EFL context: Some associated factors

2019 ◽  
Vol 11 (4) ◽  
pp. 238-244
Author(s):  
Fatih Yavuz ◽  
Selin Ozdemir
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Flipped Classroom ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Traditional Teaching ◽  
Efl Context ◽  
Learner Centred Learning ◽  
Flipped Classrooms

Foreign language teaching is one field that is changing and being updated to meet the needs of learners and recent advances lead to consider new perspectives, directions and approaches. As an example of blended learning, flipped classrooms have gained prominence in recent years owing to the interest in crucial impacts of online and learner-centred learning on foreign language learning process. Traditional teaching process is reversed which means that class time is dedicated to homework and activities whereas learners construct their own knowledge at home. In a flipped class, learners are encouraged to improve their critical thinking skills and evaluate their own learning since teachers take a role as a coach and mentor in this process. On the other hand, in a traditional class, the content of the lesson is delivered by the teachers directly and learners are passive receivers of the knowledge in the classroom. Keywords: Biotechnology, teaching biotechnology, thematic content analysis, analysis of articles, academic achievement.

scholarly journals THE TEACHER AS THE MOST IMPORTANT MOTIVATIONAL FACTOR IN THE EFL CLASSROOM

2018 ◽  
Vol 8 (8) ◽  
pp. 195
Author(s):  
Vesna O. Despotović
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Feedback Form ◽  
Higher Order Thinking Skills ◽  
Self Evaluation

The goal of this paper is to highlight the issue of motivation in foreign language learning and to focus on the links between students’ motivation and the teacher. By involving students, arousing and maintaining students’ interest and providing effective feedback, teachers can build students’ intrinsic motivation which is a key to learning a foreign language. For example, teachers can motivate students by allowing them to choose more frequently. Teachers may employ various strategies in order to create a positive learning atmosphere that enhances students’ self-esteem and motivation such as cooperative learning techniques/activities, higher-order thinking skills or even games. Finally, by developing students’ language learning strategies teachers can build learner autonomy which leads to sustained motivation in learning. To illustrate the above-mentioned points, examples of self-evaluation, use of games, use of higher-order thinking skills, a written feedback form and a marking rubric have been provided.

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