scholarly journals “Bloometizing” the EFL Literature Classroom through a Dialogic Model: A Barometer for Academic Change

2021 ◽  
Vol 12 (3) ◽  
pp. 186-200
Author(s):  
Amina Bouali
Keyword(s):  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Literary Texts ◽  
Literature Classroom ◽  
English As Foreign Language ◽  
Efl Context ◽  
Cognitive Reasoning ◽  
Analytical Strategies ◽  
Efl Students ◽  
Foundation Stone

On the 21st century scent of educational development, ‘dialogism’ hogs the limelight of leading ‎‎academics, mapping ergo a stiff stronghold for active learning pedagogies. ‎Regarding the field of literature more sensibly considered in English as Foreign Language (EFL) ‎‎context, the plea for embracing interactive talks reverberates discernably in the air, yet, engaging ‎‎practices are still an overlooked real-world praxis. Given this reality, the current paper ‎endeavours ‎to endorse the implementation of a new dialogic model that extrapolates its foundation-‎stone ‎techniques from both of Bakhtin’s (1983) discursive dialogues and Socratic argumentations. The ‎pertinent ‎problematics in this study is to investigate the effect of this model on enhancing ‎learners’ higher-order critical thinking skills (HOTSs). To fulfil this target, the researcher has ‎embarked on an ‎Experimental Study based on a pre/post-testing, carried on painstakingly with ‎second-year EFL students ‎at Oran2 University, Algeria. Substantially, after appraising the ‎treatment results through SPSS, the ‎study reveals that adopting such a dialogic model is a robust ‎sinew for “Bloometizing” EFL ‎literature classroom, namely by stimulating and revitalizing the ‎learners’ cognitive reasoning potentials at ‎a very high complexity. Besides, in-class interactions ‎help the students build empathy with ‎literary texts and strengthen their analytical strategies. ‎From this vantage point, the paper, finally, hopes that teachers adopt this dialogic model as a ‎fitting instructional capstone to bringing literature ‎back to life before the learners’ eyes and to add ‎the ‘wow’ factor inside literature classrooms.‎

scholarly journals “Bloometizing” the EFL Literature Classroom through a Dialogic Model: A Barometer for Academic Change

2021 ◽  
Author(s):  
Amina Bouali
Keyword(s):  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Literary Texts ◽  
Literature Classroom ◽  
English As Foreign Language ◽  
Efl Context ◽  
Cognitive Reasoning ◽  
Analytical Strategies ◽  
Efl Students ◽  
Foundation Stone

On the 21st century scent of educational development, ‘dialogism’ hogs the limelight of leading academics, mapping ergo a stiff stronghold for active learning pedagogies. Regarding the field of literature more sensibly considered in English as Foreign Language (EFL) context, the plea for embracing interactive talks reverberates discernably in the air, yet, engaging practices are still an overlooked real-world praxis. Given this reality, the current paper endeavours to endorse the implementation of a new dialogic model that extrapolates its foundation-stone techniques from both of Bakhtin’s (1983) discursive dialogues and Socratic argumentations. The pertinent problematics in this study is to investigate the effect of this model on enhancing learners’ higher-order critical thinking skills (HOTSs). To fulfil this target, the researcher has embarked on an Experimental Study based on a pre/post-testing, carried on painstakingly with second-year EFL students at Oran2 University, Algeria. Substantially, after appraising the treatment results through SPSS, the study reveals that adopting such a dialogic model is a robust sinew for “Bloometizing” EFL literature classroom, namely by stimulating and revitalizing the learners’ cognitive reasoning potentials at a very high complexity. Besides, in-class interactions help the students build empathy with literary texts and strengthen their analytical strategies. From this vantage point, the paper, finally, hopes that teachers adopt this dialogic model as a fitting instructional capstone to bringing literature back to life before the learners’ eyes and to add the ‘wow’ factor inside literature classrooms.

scholarly journals Literature in efL: Beyond language learning

2014 ◽  
Vol 15 (2) ◽  
pp. 234
Author(s):  
Luis Jesús Rincón
Keyword(s):  
Language Learning ◽  
Private School ◽  
Real Life ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Target Language ◽  
Literary Texts ◽  
Group Discussions ◽  
Value Judgments ◽  
Willingness To Use

This article presents the results of a qualitative research which looks into the field of literature in EFL. Seventh grade students of a private school in Bogota took part in the research. Data was collected by means of audio recordings of small group discussions, teacher´s journal, and responses to literature logs. The results show that the connections that EFL learners make with literary texts enrich their interpretations, analysis and value judgments of experiences and real life events. Furthermore, critical thinking skills are potentiated. In addition to this, literary texts bring up appealing and meaningful topics in the classroomenhancing students´ motivation and willingness to use the target language.

scholarly journals Building EFL Students‟ Reservoir through Multimodal Classroom: Teacher‟s Perspective

2021 ◽  
Vol 7 (2) ◽  
pp. 44-49
Author(s):  
Laily Maulida Septiana Harti ◽  
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Classroom Teacher ◽  
English As Foreign Language ◽  
Efl Context ◽  
Use Of Technology ◽  
Efl Students ◽  
English Literacy ◽  
Global Language ◽  
Conducive Environment

The ever-growing ideology of English as global language has brought significant effect to education. Moving from the want to learn the language, English literacy has become the need. Learning English thus becomes an urge, especially in English as Foreign Language (EFL) context. Teaching English needs to go over teaching the elements of the language itself, but more to encouraging learners to be able to negotiate meaning in their purposeful interaction. In EFL teaching and learning setting, various studies focusing on the pedagogy have been conducted. This study is, indeed, leading to the pedagogy of English, focusing on the resources that teachers can utilize to create a conducive environment for learning and building the students’ reservoir. In addition, the concept of space in educational setting has given a valuable contribution to carry out pedagogical approach multimodally. This paper examines the employment of multimodal classroom in an EFL university context in Indonesia to develop students’ reservoir of English. How multimodality and the use of technology provide affordances and possible constraints to the teaching and learning process is as well presented according to published researches on the same field of study.

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.

scholarly journals BUILDING CRITICAL THINKING SKILLS THROUGH LITERARY TEXTS IN EFL CLASSES

2021 ◽  
pp. 13-23
Author(s):  
Viktoriia Osidak ◽  
Nataliia Nesterenko
Keyword(s):  
Critical Thinking ◽  
Secondary Schools ◽  
Cognitive Processes ◽  
Personal Growth ◽  
Cognitive Learning ◽  
Thinking Skills ◽  
Literary Text ◽  
Critical Thinking Skills ◽  
Literary Texts ◽  
Practical Implementation

Background: The chapter argues that building critical thinking skills and enhancing students’ cognitive processes has become a primary goal of teaching in secondary schools. It is generally agreed that the relationship between learning and reading literature has always been very close. Also, literature is widely recognised as an effective, motivating and enjoyable facilitator for work on critical thinking skills through challenging students’ cognitive processes by means of comparing and contrasting of and differentiating between the specific events of the plot, analysing main characters, interpreting the meaning created by the author’s choice of words etc. For these reasons this chapter investigates the efficacy of literary texts in building critical thinking skills in secondary schools. Purpose: The main focus of the chapter was on designing effective and feasible critical thinking model of teaching instruction that incorporates literary text in EFL classroom to stimulate students’ cognitive processes. Results: Many methods have been suggested to teaching reading literary texts. For the purpose of this study the authors adopted personal growth model developed by Lindsay Clanfield. The model draws heavily on learners’ involvement in reading with the aim of explaining the implied message of the literary text through employing crucial critical thinking skills such as problem solving, decision making, interpretation, logical reasoning, and metacognition. The critical thinking model consists of the three stages defined as “challenge – comprehension – reflection”. Each of the defined stages focuses on utilising some of the six levels of Bloom’s taxonomy of cognitive learning objectives through activities that promote these cognitive processes. For example, to complete activities of the ‘challenge’ stage students rely heavily on their knowledge; cognitive levels of comprehension, application and synthesis are essential at the ‘comprehension’ stage; finally, at the ‘reflection’ stage students are involved in evaluation ideas of moral and social aspects discussed in the text and appraising of their acquired experience. Drawing on this conclusion, the article presents a practical implementation of the model with the focus on cognitive processes and development of critical thinking skills in teaching English through literary texts. Discussion: In further research, it is necessary to experimentally verify the effectiveness of the critical thinking model in building critical thinking skills through literary texts in EFL classes.

scholarly journals Working by projects: A way to enrich critical thinking and the writing process in a third grade eflclassroom

2014 ◽  
Vol 15 (2) ◽  
pp. 205
Author(s):  
Sandra Dolores Ruiz
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Writing Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Third Grade ◽  
Project Work ◽  
Third Grade Students ◽  
Efl Students ◽  
Field Notes

This document presents the result of a qualitative action research developed with thirty-three third grade students at a public school in Bogota. This action research aimed at describing and analyzing the role of project work in the development of critical thinking in third grade efl students and to describe and document the way in which those students developed their writing skills through this methodology. The participants developed different inquiries related to topics they were interested in exploring and related to the recycling project of the school. The data were collected during eleven sessions carried out along eight months through field notes, artifacts, and audio recordings. The results show that through project work the students enhanced their emerging critical thinking skills and their writing process; improved their interactions with their classmates, discovered that learning English was something useful for their lives, and therefore they acquired more confidence in writing and speaking in English. Additionally, they became more reflective, organized and critical about what they think, what they say, and about what happens around them.

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