scholarly journals The flipped classroom: Improving critical thinking for critical reading of EFL learners in higher education

2021 ◽  
Vol 8 (2) ◽  
pp. 508-522
Author(s):  
Ryani Yulian
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Language Learning ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Reading Skills ◽  
Thinking Skills ◽  
Classroom Teaching ◽  
Teaching Model ◽  
Critical Reading

The immersion of the flipped classroom teaching model in blended and online language learning is indispensable. The purpose of this study was to propose improvement in critical thinking in reading through the flipped classroom teaching model of EFL (English as a Foreign Language) learners in higher education. A quasi-experimental design was used to improve reading skills based on the framework of critical thinking for critical reading with a paired t-test of pre-test and post-test. The participants were 37 second-semester students in the English for Academic Purposes class. The results show that the flipped classroom teaching model enhanced students’ critical thinking for critical reading in the aspects of accuracy, clarity, precision, depth, relevance, and logic from the mean score of the pre-tests (12.4865) to the post-tests (18.3243). Students had a positive perception of the implementation of this model in terms of self-directed learning. This study implies that critical thinking for critical reading skills needs supportive teaching and learning environment that can allow students to have self-study prior to the class so that online learning can be effective to synergize the application of flipped classrooms with critical thinking skills in reading. 

scholarly journals ANALISIS MEMBACA MAHASISWA DALAM UPAYA PENGEMBANGAN MODEL AJAR MEMBACA KRITIS (ANALYSIS OF STUDENTS’ READING IN ATTEMPT OF DEVELOPING CRITICAL READING LEARNING MODEL)

2020 ◽  
Vol 18 (1) ◽  
pp. 187
Author(s):  
Zubaedah Wiji Lestari
Keyword(s):  
Critical Thinking ◽  
English Language ◽  
Reading Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Model ◽  
Critical Reading ◽  
Science Study ◽  
Study Program ◽  
Reading Activities

This paper is a part of a study on developing critical reading of teaching models to improve students’ critical thinking skills. It was conducted based on existing data that most of the students do not have critical reading skills. The purpose of this study was to make a suitable teaching model for students’ critical reading which was able to improve their critical thinking abilities. The method used in this writing was research and development. The instrument used in collecting data was observation, questionnaires, and interviews. The inquiry was conducted at Nusantara Islamic University by involving four classes as participants. Two of such classes belonged to the English Language Study Program, Faculty of Teacher Training and Science while the other two belonged to the Communication Science Study Program, Faculty of Communication Sciences. The results found some information about the students’ reading activities and their understanding of critical readings. AbstrakPenelitian ini merupakan bagian dari penelitian pengembangan model ajar membaca kritis untuk meningkatkan kemampuan berpikir kritis mahasiswa. Penelitian dilakukan berdasarkan data bahwa sebagian besar mahasiswa belum memiliki kemampuan membaca kritis. Tujuan penelitian ini adalah untuk membuat model pengajaran membaca kritis bagi mahasiswa yang sesuai dan diharapkan mampu meningkatkan kemampuan berpikir kritis mereka. Metode yang digunakan dalam penelitian ini adalah penelitian dan pengembangan. Instrumen yang digunakan untuk mengumpulkan data adalah observasi, kuesioner, dan interviu. Penelitian dilakukan di  Universitas Islam Nusantara dengan melibatkan empat kelas sebagai partisipan. Dua kelas di Program Studi Bahasa Inggris, Fakultas Keguruan dan Ilmu Pengetahuan dan dua kelas di Program Studi Ilmu Komunikasi, Fakultas Ilmu Komunikasi. Hasil penelitian ini telah menemukan data awal berupa informasi mengenai hal yang berkenaan dengan aktivitas membaca siswa dan pemahaman mereka mengenai membaca kritis.

A Compass During the Storm: Offering Students Critical Rigor for Polarizing Times

2021 ◽  
pp. 1-5
Author(s):  
Andrew M. Wender ◽  
Valerie J. D’Erman
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Civic Engagement ◽  
Political Science ◽  
Cognitive Processes ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Objective ◽  
First Year

ABSTRACT Teaching and learning in higher education is occurring, unavoidably, within the broader civic context of today’s extraordinarily polarizing political times. We seek to help students situate themselves with respect to and, above all, thoughtfully assess others’ as well as their own perspectives on issues of profound contention, without contributing to exacerbated polarization ourselves. Specifically, we offer students in our first-year exploratory political science course a vital tool—critical rigor—for navigating but not being inundated by the storm. This article discusses our experiences in teaching the course titled, “The Worlds of Politics,” as we attempt to help students deeply engage in cognitive processes of critical thinking and analysis, without undue infringement from their own—and least of all our own—personal political biases. Our focal learning objective is the cultivation of critical-thinking skills that promote students’ drawing of distinctions between advocacy and analysis, as well as their discerning civic engagement.

scholarly journals Character Development for Class IX Students through Critical Reading Activities at MTs Nurul Hikmah and Driewanti Middle School Bekasi, West Java

2020 ◽  
Vol 1 (1) ◽  
pp. 8-12
Author(s):  
Nicky Rosadi ◽  
Priyono ◽  
Sigit Widiyarto
Keyword(s):  
Middle School ◽  
Language Learning ◽  
Community Service ◽  
Reading Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Critical Reading ◽  
Service Activity ◽  
Reading Activities ◽  
The City

Indonesian Language Learning does not merely achieve Indonesian language skills, but leads to an increase in the ability to think critically and creatively. In this regard, one way to improve the ability to think critically and creatively through reading activities. Therefore, one type of reading skills that can improve critical thinking skills is critical reading skills. The aim of community service is to foster student character through critical reading activities. This community service activity will be held in two schools in the city of Bekasi. Participants in this activity were students of class IX at MTs Nurul Hikmah and Driewanti Middle School Bekasi. In this school there are two classes of class IX class, with 42 students.

scholarly journals EFL STUDENTS’ ATTITUDE TO CRITICAL READING

2021 ◽  
pp. 93-96
Author(s):  
Nataliia Hromova
Keyword(s):  
Critical Thinking ◽  
Reading Instruction ◽  
Reading Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Habits Of Mind ◽  
Critical Reading ◽  
Intermediate Students ◽  
English Classes ◽  
General Importance

. Critical thinking skills are one of the key requirements for a modern specialist in the professional world nowadays. Applying critical thinking while reading texts must become the essential approach to dealing with information. This study focuses on an exploratory investigation of the students’ attitude to critical reading tasks at the English classes. The present survey aims at exploring low-intermediate students’ attitude to critical reading assignments used at the English classes. The main tasks are the following: 1) to carry out a survey on students’ attitude towards critical reading and critical reading instruction at university; 2) to test the students’ critical reading skills; 3) to interview the students on their assessment of the reading tasks to identify the habits of mind available to develop their critical reading skills. The data were collected from the students’ questionnaire, the critical reading test and the students’ interviews. The findings support the results of the foreign researchers’ surveys about the lack of curiosity, relevant habits of mind and the majority of textbooks containing factual tasks which hinder the development of the readers’ critical attitude to information. Although the students admitted the general importance of critical reading, they did not seem to understand the essence of these skills and showed indifference to critical reading tasks during the second and third stages of the experiment. Thus, the prospects of the further research aim at designing and implementation of a reading English texts program for university low-intermediate students which could involve more critical reading assignments to promote critical habits of mind.

scholarly journals Employing Critical Reading Strategy to Promote Students’ High Order Thinking Skills

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Ratri Handayani
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Reading Strategy ◽  
High Order ◽  
Critical Reading ◽  
High Order Thinking

This paper aims to share idea about the use of critical reading to stimulate students’ critical thinking and reading comprehension whether it is for academic purpose or reading for enjoyment, particularly in the foreign language learning. The employment of critical reading will automatically involve students’ high-order thinking Skills. Thus, reading strategies is needed as a way to engage students’ active learning during teaching and learning in a reading class. Later on, the beneficial employment of critical reading can be seen from the students’ writing activity of an article critique or a literature review. Student-centered learning is chosen as the teaching method during the reading class. It is believed that students are willingly to get involve, to be active and to be communicative learners. This article will review some previous studies and theory on the employment of critical reading strategy in promoting students’ high order thinking Skills and its effect toward reading comprehension.

scholarly journals Digital storytelling for improving critical reading skills, critical thinking skills, and self-regulated learning skills

2021 ◽  
Vol 16 (4) ◽  
pp. 2049-2069
Author(s):  
Shaye Alshaye
Keyword(s):  
Critical Thinking ◽  
Prospective Teachers ◽  
Reading Skills ◽  
Digital Storytelling ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Critical Reading ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Regulated Learning

The present study explored the impact of online Digital Storytelling (DTS) on developing critical reading skills, critical thinking and self-regulated learning skills of prospective teachers of Arabic. To reach such ends, a standardized pre-posttest in critical reading skills, critical thinking skills scale and self-rating scale of self-regulated learning questionnaire were used. The quasi-experimental research design has been used in the current research. The results of two independent sample t-test revealed that the critical reading skills, critical thinking skills, and self-regulated skills improved significantly in comparison to the control group. It is, therefore, recommended that blended learning should be thought of as a good match for students from communities with poor digital literacy and technology infrastructure. In addition, online learning should be used with care to cope with community needs to fill a real gap in-field practice in language learning to improve multiliteracy skills.   Keywords: digital storytelling, critical reading skills; critical thinking skills; self-regulated learning skills; prospective teachers of Arabic

scholarly journals Effects of a Blended-Flipped English program on the learning of Academic and Administrative Staff in a Higher Education Institution

2019 ◽  
Vol 8 (3) ◽  
pp. 118
Author(s):  
María Catalina Caro Torres ◽  
Diana Angélica Parra Pérez
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Education Institution ◽  
Instructional Model ◽  
Administrative Staff ◽  
Learning Program ◽  
Higher Education Institution ◽  
Positive Effects

This article presents the results of an exploratory study about the contributions of a blended English as a Foreign Language (EFL) learning program, with a flipped classroom instructional model, to the development of the listening and reading skills of academic and administrative staff of a higher education institution. The research followed a mixed method approach framed on variables such as the development of oral (listening) and written (reading) comprehension activities. The results present some contributions of the blended-flipped instructional model to the EFL teaching and learning processes, as well as to development of professors’ and administrative staff’s communicative competences in English. This study highlights how the combination of blended learning with a flipped classroom approach to proficiency program design opens new possibilities in the language learning instructional design field, and demonstrates the blended-flipped model’s positive effects on language learning. It is also novel in its proof of the effectiveness of creating a program based on the professional development needs of the University’s community of professors and administrative staff from various disciplines.

scholarly journals Importance of Evaluative Reading for the Development of Critical Thinking

2019 ◽  
Vol 2018 (1) ◽  
pp. 344
Author(s):  
Michio Mineshima ◽  
Rie Imai
Keyword(s):  
Critical Thinking ◽  
Reading Instruction ◽  
Reading Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Other ◽  
Critical Reading ◽  
Japanese Education ◽  
Level 3 ◽  
Level 2

Critical thinking is widely recognized as important in Japanese education including English teaching, as is stipulated, for instance, in MEXT’s Course of Study. However, there is no clear indication that students are successfully learning this generic higher-order thinking skill in secondary- or tertiary-level education. One way to enhance critical thinking is Level 3 reading instruction. This paper shows how Level 3, or evaluative, reading instruction in EFL classrooms can foster learners’ critical reading and by extension critical thinking skills. The other two levels of reading are factual (Level 1) and interpretive/inferential (Level 2). By comparing two different versions of an interpretation of the same text, one using Level 2 reading and the other using Level 3 reading, the authors demonstrate the crucial importance of Level 3 evaluative reading for the development of learners’ critical reading skills. 日本の教育における批判的思考力の重要性は，文科省の学習指導要領の規定にみられるように，広く認められている。しかし，この汎用的高次思考力が高等教育や大学教育において十分に習得されているようには思われない。批判的思考力を伸ばす一つの方法がレベル3の読みである。本稿は，英語の授業においてレベル3の読み，すなわち評価読みの指導が学習者の批判的読みを，ひいては批判的思考力を伸ばす可能性について論じる。他の二つの読みは，レベル１の事実読みとレベル2の解釈・推論読みである。同一テキストをレベル2とレベル3の2つの読みで解釈し，両者の違いを比較することで，レベル３の読みが学習者の批判的読みの技能の伸長にいかに重要であるかを論証する。

EL PENSAMIENTO CRÍTICO EN LA EDUCACIÓN DE POSGRADO: PROPUESTA DE UN MODELO PARA SU INTEGRACIÓN AL PROCESO EDUCATIVO

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Carlos Manosalvas Vaca ◽  
Luis Manosalvas Vaca ◽  
Ruth Barba
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Detailed Analysis ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Educación Superior ◽  
Educacion Superior ◽  
Educational Processes ◽  
Palabras Clave

La presente investigación, analiza los conceptos más importantes del pensamiento Crítico, así como su importancia y utilidad en los procesos de formación profesional a nivel de Posgrado. Se hace un análisis detallado de los conceptos más ampliamente aceptado y de los factores inmersos en el desarrollo y aplicación de este tipo de pensamiento. Finalmente se propone un modelo que engloba los conceptos y factores analizados y como se interrelacionan entre ellos; el objetivo final es brindar a los docentes y directivos de Instituciones de Educación Superior, una herramienta que posibilite la inclusión de este tipo de pensamiento en sus procesos enseñanza-aprendizaje con el fin último de mejorar la calidad de los procesos de formación. Palabras Clave: Pensamiento Crítico, Educación Superior, Educación ABSTRACT This research analyzes the most important concepts of critical thinking as well as their importance and usefulness for the educational processes at graduate level. A detailed analysis of the most widely accepted concepts and factors involved in the development and application of this kind of thinking has been made. Finally, a model that includes the concepts and analyzed factors and their interrelations is proposed; the ultimate goal is to provide teachers and directors of Institutions in Higher Education, a tool that enables the inclusion of this type of thinking in their teaching and learning processes with the ultimate intention of improving the quality of the training processes. Keywords: Critical thinking, Higher Education, Education Recibido: mayo de 2016Aprobado: septiembre de 2016

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