scholarly journals Examining Teachers’ Perceived Barriers to the Integration of Critical Thinking in Moroccan High Schools

2019 ◽  
Vol 4 (2) ◽  
pp. 83
Author(s):  
Youssouf Laabidi
Keyword(s):  
Critical Thinking ◽  
High Schools ◽  
Foreign Language ◽  
21St Century ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Perceived Barriers ◽  
Favorable Outcome ◽  
Life Plans ◽  
New Information

<em><span lang="EN-CA">Several scholars acknowledge that the ability to think critically and process new information is a skill that must be learnt in order to challenge a rapidly changing world. It is important to enhance students’ critical thinking skills to help them be successful in their upcoming life plans in numerous domains. In other words, integrating critical thinking skills in schools is not only a way to assist learners obtain favorable outcome in schools, but it is also crucial if learners are going to be able to operate in an increasingly difficult world. However ; little attention has been given to examine strategies that can help teachers incorporate critical thinking skills in education. This paper attempts to address the importance of critical thinking in education. Besides, it aims to discuss the issue of teaching critical thinking for the 21st century students learning English as a foreign language. Finally, the paper  addresses elements that prevent the improvement of critical thinking in classrooms.</span></em>

scholarly journals Scientific Conferences as Way to Develop Students’ Foreign Language Communicative Competence

2018 ◽  
Vol 50 ◽  
pp. 01155
Author(s):  
Yuliya Savinova ◽  
Tatiana Akhmetzyanova ◽  
Svetlana Pozdnyakova ◽  
Ekaterina Dvorak ◽  
Zhanna Zarutskaya
Keyword(s):  
Critical Thinking ◽  
Student Engagement ◽  
Foreign Language ◽  
Communicative Competence ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Foreign Languages ◽  
Research Skills ◽  
High Level ◽  
Development Of Students

The issues of the student engagement in science-related activities and the development of students’ language communicative competence are especially relevant in a technical university, where due to the prevailing of the Sciences, the professional communicative competence has become increasingly vital. The goal of this article is to examine how interdisciplinary scientific conferences for students held in foreign languages can foster the foreign language communicative competence of students. In the article, we present the definition and the three basic models of communicative competence. A method of pedagogical observation is used that represents comprehension and analysis of goal-oriented preparation of students for practical scientific conferences. We reveal the fact that interdisciplinary scientific conferences for students held in foreign languages allow educators to foster the foreign language communicative competence of students and deepen their knowledge in professional area, as well as to equip them with research skills since students’ participation in the conferences increases their attention and focus, motivates them to practice critical thinking skills of high level.

scholarly journals Literature and critical literacy pedagogy in the EFL classroom: Towards a model of teaching critical thinking skills

2016 ◽  
Vol 6 (4) ◽  
pp. 677-696 ◽  
Author(s):  
Jelena Bobkina ◽  
Svetlana Stefanova
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Critical Literacy ◽  
Literary Work ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Rudyard Kipling ◽  
Practical Application ◽  
Foreign Language Acquisition ◽  
Critical Literacy Pedagogy

Drawing on the numerous benefits of integrating literature in the EFL classroom, the present paper argues that the analysis of a fictional work in the process of foreign language acquisition offers a unique opportunity for students to explore, interpret, and understand the world around them. The paper presents strong evidence in favour of reader-centered critical reading as a means of encouraging observation and active evaluation not only of linguistic items, but also of a variety of meanings and viewpoints. The authors propose a model of teaching critical thinking skills focused on the reader’s response to a literary work. The practical application of the method, which adopts the critical literacy approach as a tool, is illustrated through a series of activities based on the poem “If” by Rudyard Kipling.

scholarly journals Improving Junior High Schools’ Critical Thinking Skills Based on Test Three Different Models of Learning

2017 ◽  
Vol 10 (01) ◽  
pp. 101-116 ◽  
Author(s):  
Nur Miftahul Fuad ◽  
◽  
Siti Zubaidah ◽  
Susriyati Mahanal ◽  
Endang Suarsini ◽  
...  
Keyword(s):  
Critical Thinking ◽  
High Schools ◽  
Junior High ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Junior High Schools

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.

Essential Skills for the 21st Century Workforce

2019 ◽  
pp. 134-147
Author(s):  
Maureen N. Short ◽  
Yolanda Keller-Bell
Keyword(s):  
Critical Thinking ◽  
Labor Markets ◽  
Technological Innovation ◽  
21St Century ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Century ◽  
Knowledge And Skills ◽  
New Knowledge ◽  
Workforce Skills

This chapter contends that increasing technological innovation has disrupted and continues to disrupt the labor markets making some jobs obsolete and workers redundant. The key to success in the twenty-first century and future labor markets is to combine hard and soft skills into a comprehensive package tailored to specific needs including the ability to think clearly about complex problems, apply creative and innovation solutions to solve problems, and apply new knowledge and skills in new settings. This chapter will provide a discussion of some of the reasons underlying the demand for higher workforce skills and a descriptive overview of curricula and pedagogy that promote students' acquisition and application of critical thinking skills as well as other skills considered essential for 21st century workforce.

Optimizing K-14 Instruction to Infuse 21st Century Skills

2013 ◽  
Vol 1583 ◽  
Author(s):  
Deborah Day ◽  
Cindy Guo ◽  
Nicole Ferrari ◽  
Heather Edgecumbe ◽  
Christine Broadbridge
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Self Efficacy ◽  
21St Century Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Technological Fluency ◽  
Subject Areas ◽  
K 12 ◽  
The Impact

ABSTRACTThis multi-phased study investigates the learning outcomes of courses taught in the K-14 classroom. Specifically, the methods and practices teachers use to develop and encourage 21st Century Skills including critical thinking skills and technological fluency in all subject areas, STEM and non-STEM related, are of great interest. Currently, these skills are in high demand in fields which develop advanced materials and are the backbone of the National Academiesdeveloped Frameworks for K-12 Science Education. Phase I participants in this study included high school and college educators while Phase II of the study will involve K-14 students. In this study, educators were asked to rate their teaching self-efficacy in two primary areas: critical thinking skills and technological fluency. This included questions related to components in their current curriculum as well as methods of assessment [e.g., rubrics]. The instrument created to measure self-efficacy was based on a modified ‘Science Teaching Efficacy Belief Instrument' (STEBI). All participants were from Connecticut. Results indicate that both STEM and non-STEM related subject areas offer an equally rich array of opportunities to effectively teach critical thinking and technological fluency at a variety of educational levels. The impact of Professional Development on teacher self-efficacy was of particular importance, especially in K-12 education.

scholarly journals Making the best of an inappropriate textbook: using an ‘international edition’ to teach critical thinking and intercultural understanding

2016 ◽  
Vol 9 (1) ◽  
pp. 85-89
Author(s):  
Kristina C. Marcellus
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
United Arab Emirates ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Cultural Learning ◽  
Intercultural Understanding ◽  
International Edition ◽  
Sociology Textbook ◽  
Language Environment

In this report, I outline and provide examples of an approach to using an international edition of an introductory sociology textbook to facilitate cross-cultural learning and critical thinking skills in an EFL (English as a foreign language) environment at a small engineering university in the United Arab Emirates.

scholarly journals CRITICAL THINKING DEVELOPMENT OF NON-LINGUISTIC STUDENTS THROUGH THE EDUCATIONAL FOREIGN-LANGUAGE TEXT

2021 ◽  
pp. 124-134
Author(s):  
Инна Вячеславовна Шукурова ◽  
Наталья Евгеньевна Чеснокова
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
English Language ◽  
Relevant Information ◽  
Thinking Skills ◽  
Educational Process ◽  
Critical Thinking Skills ◽  
Language Resources ◽  
Extraneous Material ◽  
Language Text

Рассматривается вопрос развития критического мышления студентов средствами иностранного языка. Оценивается место и роль дисциплины «Иностранный язык» в развитии универсальных компетенций студентов и в их адаптации к современным требованиям, предъявляемым будущим специалистам. Представлены составляющие умения критического мышления, которые позволяют осмысливать полученную информацию, обобщать и отделять ее от второстепенных фактов, формулировать выводы, оценивать. Средством развития критического мышления студентов выбран учебный иноязычный текст, который рассматривается не только как источник информации, но и как средство активизации мыслительной деятельности. Отмечается недостаток методик, способствующих развитию критического мышления. Описывается возможность использования таксономии педагогических целей Б. Блума в работе с учебным текстом. Таксономия позволяет правильно ставить образовательные цели, формулировать мотивирующие задания и отслеживать прогресс в развитии умений. Приведен пример работы с учебным текстом по принципу таксономии, который дает возможность корректировать учебную деятельность студентов, направленную на развитие их критического мышления. The article considers the process of students’ critical thinking development through the English language resources. The authors highlight the importance of English in the developing of students’ universal competencies and their adaption to the current professional requirements. The article outlines the essential critical thinking skills that allow students to comprehend the received material, break down the material into its constituent parts, to distinguish relevant information from extraneous material, to synthesize, to infer and evaluate it. The educational foreign-language text is used as a means of students’ critical thinking development. The authors emphasize the text’s multifunction nature and its contribution into enhancement of students’ thinking activity. Despite the teachers’ keen interest in the process of critical thinking developing some authors prove the lack of methods and techniques promoting its growth. The article gives an overview of Bloom’s taxonomy and outlines its application in the educational process. The taxonomy is widely used to set educational objectives, to formulate motivating exercises and monitor headway in knowledge and skills developing. The study shows that not all textbooks and tasks are intended to enhance critical thinking skills. So, the authors analyzed their English textbook and changed their approach to work with the texts. The article describes the experience proving that new challenging tasks help students comprehend the received information, distinguish relevant facts, summarize and learn to evaluate.

scholarly journals A Comparative Study of Critical Thinking Skills Between English and Japanese Majors in a Normal University

2019 ◽  
Vol 12 (12) ◽  
pp. 30
Author(s):  
Fenglin Zhou ◽  
Yuewu Lin
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Self Regulation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
National Standards ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
English Majors ◽  
Normal University

Critical thinking is one of the core objectives of talent training in higher education. Meanwhile, the cultivation of critical thinking skills in foreign language teaching has become more and more urgent, and it has also been written into the national standards for the training of foreign language talents. A good critical thinking includes both a skill dimension (Critical Thinking Skills) and a disposition dimension (Critical Thinking Dispositions). Critical Thinking Skills include interpretation, analysis, evaluation, inference, explanation and self-regulation. This study intends to explore the current situation of the critical thinking skills of undergraduates in foreign language majors (English and Japanese) in a Normal University, and then attempts to find out the similarities and differences in critical thinking skills between English majors and Japanese majors after years of study at college. The results show that a clear difference exists between English majors and Japanese majors in overall critical thinking skills. In particular, English majors are superior to Japanese majors. Another finding is that there are also differences between the two majors in the three core sub-skills of critical thinking skills, analysis, evaluation and inference.

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