The Positive Impact in Changing of E-Learning Environment to M-Learning to Enhance Critical Thinking Skills in Foreign Language Learning

2019 ◽  
Author(s):  
Chammika Mallawaarachchi
Keyword(s):  
Critical Thinking ◽  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
Positive Impact ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
E Learning

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 The impact of the interaction between the e-learning environment and the level of self-learning ability on critical thinking and achievement in mathematics among secondary school students

2019 ◽  
Vol 3 (6) ◽  
Author(s):  
Nourah Marzouq Al Qathami - Ghadir Zein Eddin Flambain
Keyword(s):  
Critical Thinking ◽  
Learning Environment ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Ability ◽  
School Students ◽  
Significant Difference ◽  
E Learning ◽  
The Mean ◽  
Self Learning

The aim of the research is to identify the effect of the interaction between the e-learning environment and the level of self-learning ability on critical thinking and achievement in mathematics among secondary school students. In order to achieve the objectives of the study, the researcher relied on the semi-experimental approach, where the research tools were in the measure of self-learning ability, electronic achievement test, After verifying the validity of the research tools and their consistency, they were applied to a sample of (35) female high school students in Taif, They were divided into the first two experimental groups (18) and the second (17) according to the level of self-learning ability (high and low). The first group is taught through a virtual e-learning environment and the other through a personal electronic learning environment. The data were processed using the SPSS statistical program and the research reached a number of results, the most important of which are: There was a statistically significant difference (0.05) among the average scores of the students in the post-test of the achievement test among the first experimental group using the virtual e-learning environment, and the general average (14.28) and the second experimental group using the personal e-learning environment and got a general average (15.39), and shows the difference in favor of the second experimental group. There was also no statistically significant difference (0.05) between the mean scores of the students of the two groups in the post-measurement scores of the Critical Thinking Skills Scale. A statistically significant difference (0.05) was found between the mean scores of the students of the experimental groups in the academic achievement and the critical thinking skills scale due to the main effect of the different level of self-learning ability (high / low) For students with high self-learning ability, There were no statistically significant differences at (0.05) between the mean scores of the students of the two groups due to interaction between the e-learning environment (virtual / personal) and the level of self-learning (high / low) in academic achievement and critical thinking skills. In the light of the results, a number of recommendations and suggestions were presented to enhance the critical thinking skills and the achievement of mathematics in secondary school students and in all educational stages, Including the awareness of teachers and teachers of the importance of using e-learning environments in achieving the desired educational goals and attention to the development of thinking skills in general and critical thinking skills in particular to ensure the efficiency of the process of learning and continuous learning process.

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.

scholarly journals The role of critical thinking in developing speaking skills

2020 ◽  
Vol 3 (1) ◽  
pp. 62-64
Author(s):  
H. Muhammadiyeva ◽  
D. Mahkamova ◽  
Sh. Valiyeva ◽  
I. Tojiboyev
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
University Education ◽  
Learning And Teaching ◽  
Speaking Skills

Critical thinking is one of the major and rapidly growing concepts in education. Today, its role in second and foreign language learning and teaching is of great importance. Critical thinking skills and the mastery of the English language are expected to become essential outcomes of university education. To become fluent in a language and must be able to think critically and express thoughts, students need practise speaking activities using critical thinking skills. In this article, we define the concept “critical thinking” and discuss the role of critical thinking in the development of speaking skills through some practical activities that can be used in the classroom for students to practice critical thinking skills.

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 Fostering Learner’s Critical Thinking Skills in EFL: Some Practical Activities

2017 ◽  
Vol 13 (29) ◽  
pp. 126
Author(s):  
Marsela Harizaj ◽  
Veneranda Hajrulla
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Learning And Teaching

Developing student’s critical skills is one of the major concerns of foreign language teachers. Professional teachers and novice ones try to find ways to motivate their students. Developing communicative competence requires students to develop learning strategies and focus on language function and context. In every course assignments, learners understand and realize better that communication is not an easy thing. Developing accuracy and fluency in foreign language classes enhance students critical thinking too. However, What is critical thinking? What is the perception of learners about it? What communicative activities can foreign language teachers use in the classroom to enhance student’s critical thinking? These are some research questions that this paper brings in focus, from theory to practice. The study is based on observations in EFL classes. From observations, it was found that developing critical thinking skills help learners to enhance their communication, enlarge their vocabulary, and help them to learn how to use language for different purposes in a variety of contexts. Foreign language teachers can help learners develop critical thinking skills. In this paper, some suggestions for foreign language teachers to use practical activities to foster critical thinking will be presented. Thus, in English language learning and teaching contexts, critical thinking becomes more dynamic.

Methods Of Teaching English Literature For Students Of Graduation In Andhra Pradesh

Think India ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 455-457
Author(s):  
Y.L MARREDDY
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Literature ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Teaching Literature ◽  
Universal Language ◽  
Level Of Understanding

Y.L MARREDDY English is recognized as a universal language. Learning English is inevitable in this present global scenario. It also acts like a link language. Especially, English literature enables learners to develop critical thinking skills, helps to discover and enlighten themselves. It is quite challenging task to teachers to teach literature for studentsin non native English countries like India. The role of the language teachers becomes predominant and the methods of teaching literature according to the students’ level of understanding also play a significant role because studying literature assists students’ tohave real time experiences, passion for language acquisition and think innovatively. In this context, it is necessary for teachers to distinct between teaching literature for special purposes or it is used as a resource language for teaching this foreign language. This paper throws light on the importance of teaching literature, several approaches and methods of teaching literature at graduate level. Literature connects the cultures across the world, throws challenges to solve and even to heal some cultures. It really provides an individual space for learners to express themselves and improve competence levels among them. It allows learners to share their participation in the experience of others, strengthens to shape, alter their attitude and meet their expectations.

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