scholarly journals The Implementation of Critical Thinking in a Saudi EFL Context: Challenges and Opportunities

2017 ◽  
Vol 1 (2) ◽  
pp. 133 ◽  
Author(s):  
Budor Saeed Al Zahrani ◽  
Tariq Elyas
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Language Learning ◽  
Educational Background ◽  
Efl Context ◽  
Challenges And Opportunities ◽  
Efl Classrooms ◽  
Language Context

The aim of this paper is to explore the challenges to, and benefits of, fostering of critical thinking (CT) in the Saudi EFL (English as a foreign language) context.  In the next section, the concept of CT will be clarified.  In the following two sections, possible challenges or barriers to CT, whether religious or pedagogical, in the Saudi context are analyzed and refuted.  After discussing the religious and the educational background of this issue, practices for promoting CT inside EFL classrooms are described.  Finally, the benefits of incorporating CT strategies into language learning are outlined.

scholarly journals Teachers’ Perceptions on Using Smartphones in English as a Foreign Language Context

2019 ◽  
Vol 4 (1) ◽  
pp. 92-104
Author(s):  
Ali Abbas Alzubi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Learning Opportunities ◽  
Qr Codes ◽  
Teachers Perceptions ◽  
Efl Context ◽  
Efl Teachers ◽  
Educational Applications ◽  
Language Context

This study explored the perceptions of English as a foreign language (EFL) teachers at a foundation year in a university in Saudi Arabia. 41 male (27) and female (14) teachers completed a survey using Google Forms. The results indicated that the majority of teachers (83%) supported the integration of smartphones in EFL context, as 71% believe that smartphones would enhance students’ EFL learning. 72% reported that they used smartphones for university-related work. Sending and receiving emails, accessing the internet, and using educational applications were the most reported beneficial features whereas scanning/creating QR codes, using calculator, playing games, and playing a podcast were the least reported. 79 % believed that smartphones would have instructional benefits for the learners such as access to technology, motivation, creativity English language learning opportunities, and variation in instruction whereas 58 % did not see any barriers in the use of smartphones in EFL context. That smartphones may distract students’ attention was the only reported barrier. Recommendations and impactions for further research and applications were suggested.

scholarly journals Critical Thinking as a Nourishing Interface to EFL Context in Higher Education

2018 ◽  
Vol 11 (5) ◽  
pp. 1
Author(s):  
Elcin Petek
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Language Learning ◽  
Tertiary Education ◽  
Structured Interviews ◽  
Learning Potential ◽  
Research Implementation ◽  
Efl Learners ◽  
Efl Context ◽  
Integrated Practice

As one of the renowned learning and innovation skills of 21st century, critical thinking (hereafter CT) has been studied in various fields of education. Contrary to expectations, the emphasis on the mutual link between CT and language learning in tertiary education is newly flourishing. That being the case, the awareness of English as a Foreign Language (hereafter EFL) learners regarding this close connection and how it affects their perceived language learning potential should be inquired and increased. Drawing on such need, this paper reports on the investigation of an action research implementation and its effects on the perceptions of EFL learners over a ten week period of CT integrated practice. Qualitative and quantitative analysis of the data collected through two CT tasks, open-ended questionnaires, and semi-structured interviews based on learners’ logs revealed an unequivocal influence on the perspectives of EFL learners towards CT and language learning. The implementation also helped the learners improve their thinking and language skills.

THE ADVANTAGES OF PROMOTING LEARNERS’ AUTONOMY IN EFL CONTEXT

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Hapsari Dwi Kartika
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learner Autonomy ◽  
Language Learner ◽  
Autonomous Learning ◽  
English Teaching ◽  
Efl Context ◽  
Definition Of ◽  
Students Success

This paper explains why learner autonomy is taken into account in language learning where English is a foreign language for the learners particularly in Indonesia. The definition of learner autonomy and its advantages to language learner in EFL contexts will be described within this paper. Many scholars from psychological education and English teaching and learning had proved that language learning can be improved by certain strategy. They revealed the correlation between the autonomous learning with students’ success in learning with different aspect. The definition of autonomy is similar to many different words such as self-regulated and self-determined. Finally, the writer suggests how teacher can promote the autonomous learning atmosphere in the classroom.Keywords: strategy, promoting autonomy, EFL context, Indonesia

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.

The Use of Models as Written Corrective Feedback in English as a Foreign Language (EFL)Writing

2017 ◽  
Vol 37 ◽  
pp. 110-127 ◽  
Author(s):  
María del Pilar García Mayo ◽  
Udane Loidi Labandibar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Corrective Feedback ◽  
Negative Attitude ◽  
Learning Potential ◽  
Feedback Processing ◽  
Efl Writing ◽  
Efl Context ◽  
Written Corrective Feedback ◽  
Writing Task

ABSTRACTThe language learning potential of writing has been an underresearched topic in the English as a foreign language (EFL) context. The present study investigates what Basque-Spanish EFL teenage learners (n = 60) notice when writing a composition in response to visual stimuli in a three-stage writing task including output, comparison, and delayed revision. The present study also explores how this noticing and feedback processing affects their subsequent revisions. The findings revealed that participants noticed mainly lexical problems, although they also paid attention to content features. Moreover, more proficient learners and guided learners noticed more features. A qualitative analysis of the results indicated that, overall, learners had a negative attitude toward writing and modeling, but those with more positive beliefs incorporated more items in subsequent revisions. A number of implications for research and pedagogy will be discussed.

scholarly journals An Analysis of Critical Thinking from the Philosophical, Reflective, Cognitive and Cultural Perspective

2020 ◽  
Vol 10 (4) ◽  
pp. 70
Author(s):  
Chunxia Lu ◽  
Rosukhon Swatevacharkul
Keyword(s):  
Critical Thinking ◽  
Language Learners ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Cultural Perspective ◽  
Chinese College Students ◽  
Cultural Perspectives ◽  
Efl Context ◽  
Language Context ◽  
Made In

In English as a foreign language context, to cultivate language learners’ critical thinking skills has become a part of the education goal. In China, great efforts have been made in order to increase Chinese college students’ critical thinking skills, but their critical thinking skills are not satisfying. As to the reasons, lack of sufficient and comprehensive understanding of critical thinking skills is supposed to be one of the reasons. Thus, this paper proposed to analyze critical thinking skills from the philosophical, reflective, cognitive, cultural perspectives hopefully to enhance understanding of critical thinking skills in Chinese EFL context.

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