Anxiety level and critical thinking associated with foreign language learning, depending on educational and professional activities

2021 ◽  
pp. 100897
Author(s):  
Natalia Frolova ◽  
Guzalia Shagivaleeva ◽  
Mona Kamal ◽  
Valentina Spichak ◽  
Svetlana Salimova
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Anxiety Level ◽  
Professional Activities

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 A Importância do Inglês para a Internet

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Rui Manuel Cruse ◽  
Erick Rodrigues Peck
Keyword(s):  
Literature Review ◽  
Foreign Language ◽  
Language Learning ◽  
Information Technologies ◽  
System Analysis ◽  
Foreign Language Learning ◽  
The Other ◽  
The Internet ◽  
Professional Activities ◽  
Internet Information

Resumo: A difusão da língua inglesa deve-se, fundamentalmente, ao fenômeno da globalização e, mais recentemente, ao evento das tecnologias da informação, muito em particular, à Internet. Tomando-se como base esta realidade, entende-se que a aprendizagem do inglês como língua estrangeira tornou-se uma necessidade imperiosa para que qualquer indivíduo consiga realizar-se tanto no campo pessoal quanto no profissional. O principal objetivo deste trabalho é, pois, refletir criticamente sobre a importância da língua inglesa enquanto meio de comunicação global por excelência, muito em especial aplicada ao campo da Internet. Pretende-se, por outro lado, incutir nos alunos o gosto e o interesse pela pesquisa científica para alimentar as linhas de pesquisa oferecidas pelo IFRS, campus Restinga e, ainda, transformar esta pesquisa em Trabalho de Conclusão de um bolsista que frequenta o curso superior em Análise e Desenvolvimento de Sistemas (ADS), feitas todas as adaptações, alterações e todos os ajustes necessários. Será utilizada uma metodologia de cunho teórico, baseada em revisão bibliográfica. Os resultados finais, que implicarão um trabalho mais extenso, elaborado e de maior profundidade, serão publicados numa revista de circulação nacional. Palavras-chave: Inglês. Aprendizagem de língua estrangeira. Internet. Tecnologias da informação. Globalização. THE IMPORTANCE OF ENGLISH FOR THE INTERNET Abstract: The spread of English is basically due to the phenomenon of globalization and, more recently, due to the event of information technologies, in particular, the Internet. Taking into account this reality, learning English as a foreign language has become an imperative need so that any individual can succeed both in personal and professional activities. The main objective of this research is to critically reflect on the importance of English as a means of global communication par excellence, particularly, in the field of Internet. We also intend to motivate students towards their attitudes and interests in scientific research in order to stimulate research lines offered by IFRS, Restinga campus. On the other hand, we wish to transform the present work into a final dissertation of an undergraduate student who is taking a course in System Analysis and Development (ADS), after making all the necessary adaptations, adjustments and changes. We shall use a theoretical methodology based on literature review. The final results which will imply in a much extended, elaborated and in depth article will be published in a national circulating magazine. Keywords: English. Foreign language learning. Internet. Information technologies. Globalization.

scholarly journals Foreign Languages and Creativity — The Quiet Connection in a Globalized/Interconnected World How focusing on "deep work" can help foster creativity, and foreign language competency

2018 ◽  
Vol 9 (1) ◽  
pp. 34 ◽  
Author(s):  
Kathleen Stein-Smith
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Language Learning ◽  
Silent Period ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Languages ◽  
The Sustainable Development ◽  
Analytical Skills ◽  
The Creation

This article examines the significance of foreign language learning and multilingualism in the development of those habits of mind that foster creative thought, critical thinking, and analytical skills, all needed in the globalized interconnected world and workplace -- particularly, the role of solitude and quiet in the development of creativity and critical thinking, as well as the deep, although seldom mentioned, paradoxical, significance of quiet, and even silence, in the foreign language learning process. In addition to the traditional and contemporary reasons for studying a foreign language for cultural and communicative reasons, this article demonstrates that foreign language as a discipline develops the ability to focus through often solitary "deep work" and "deep practice" on the development of foreign languages skills that can be generalized to other subjects and tasks across the disciplines and across linguistic and cultural boundaries. Many Languages One World (MLOW) offers an illustrative example of the ability of students who have mastered other languages to turn their ability to quietly focus, in solitude, to the creation of their winning essays, to collaborative teamwork in developing a UN presentation on the Sustainable Development Goals, and to the creation and delivery of their part of the team presentation.  Future steps include incorporation of the silent period into foreign language education to foster sustainable creativity, as well as inclusion of this additional benefit of foreign language learning in promotion and advocacy for foreign languages at all levels.

scholarly journals Promoting Critical Literacy in the EFL Context: Implementing a Project to Young Learners

2017 ◽  
Vol 7 (1) ◽  
pp. 107 ◽  
Author(s):  
Isaak Papadopoulos ◽  
Dr. Eleni Griva
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Language Learning ◽  
Critical Literacy ◽  
Language Skills ◽  
Foreign Language Learning ◽  
Language Education ◽  
Pilot Project ◽  
Literacy Skills ◽  
Structured Interviews

In response to the continually growing demands of this era, the society needs active members who are able to cooperate with each other and show a critical stance in what they read, see, touch, smell or come across. Thus, modern language education should aim at developing critical readers and writers. As a result, the critical literacy programs in which students are turned into active participants of their learning process and accept something after they have already remarked it, are more than necessary in the education of the 21st century. This paper outlines the rational for and the purpose of designing and implementing a thematic pilot project aiming at developing students’ critical literacy in an EFL (English as a foreign language) classroom. This pilot project was implemented to 20 Greek-speaking students of the 5th primary school class (aged 11 years old) who had been learning English for 4 four years. It was initiated with the purpose to provide insights into developing students’ critical literacy skills as well as their four language skills in the foreign language. The project was carried out in 25 two hour sessions focused on the thematic area of the “Sports”. This topic was selected because of the nature of the sports and their popularity among the teenagers. Moreover, sports are a ‘controversial’ subject/concept that students can express different opinions and examine it from different perspectives. Special emphasis was placed on the creation of an environment promoting critical thinking and critical stance. Moreover, an attempt was made for a pleasant and creative foreign language learning environment to be developed, where students actually could enhance personal and interpersonal skills. In order to estimate the feasibility of this project, we used three basic tools a) a pre- and a post- test about the language assessment, b) journals kept by the teacher/researcher throughout the intervention and c) structured interviews conducted by the researcher with students individually to record the students’ different perspectives based on a text. The findings showed a significant improvement of the students’ language skills in EFL, as well as their critical thinking and ability to examine a text from different perspectives.

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