scholarly journals SOCRATIC QUESTIONING TO PROMOTE EFL STUDENTS’ CRITICAL THINKING IN A LANGUAGE LEARNING

2019 ◽  
Vol 2 (1) ◽  
pp. 83
Author(s):  
I Putu Andre Suhardiana
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Socratic Questioning ◽  
Efl Students

scholarly journals Enhancing Critical Thinking Through Calla In Developing Writing Ability Of EFL Students

2019 ◽  
Vol 6 (11) ◽  
pp. 302-313
Author(s):  
Hery Yufrizal
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Academic Language ◽  
Control Group ◽  
Learning Approach ◽  
Writing Achievement ◽  
Writing Ability ◽  
English Writing ◽  
Efl Students ◽  
Experimental Group

The objectives of this research are firstly to investigate the application of Cognitive Academic Language Learning Approach in improving students’ English writing ability andsecondly to answer what factors influence the students’ writing performance. The subjects of the research were the students of senior high schools in Indonesia consisting of a group of students as experimental group and as control group. The results showed that students improved their writing after they were involved in Cognitive Academic Language Learning Actvitities. Furthermore, the study also showed that levels of students’ critical thinking did not any significant effects toward their writing achievement  

scholarly journals Critical Thinking and Willingness to Communicate among EFL Students

2017 ◽  
Vol 8 (2) ◽  
pp. 375
Author(s):  
Ahmad Yaghoubi
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Willingness To Communicate ◽  
Psychological Constructs ◽  
Argument Evaluation ◽  
Efl Students ◽  
Major Variable ◽  
Tehran Province ◽  
English Students ◽  
Determining Factor

The purpose of the study has been to determine the existence of any significant relationship between willingness to communicate as a determining factor in language learning and critical thinking and its psychological constructs. The five psychological levels of critical thinking are inference ability, recognizing assumption ability, deduction ability, interpretation ability and argument evaluation ability. There were two instruments implemented so as to obtain as valid data as possible. First, Willingness to Communicate Questionnaire (WTCQ) was adapted from MacIntyre, Baker, Clément and Conrod (2001) to measure students’ willingness to communicate. The second instrument was Critical Thinking Questionnaire (CTQ) which was adapted from Watson & Glaser (1994), and it was intended to gauge critical thinking and the related psychological constructs. The sample of the study included 360 BA English students who were selected based on the multistage random sampling from the English students at Islamic Azad University branches of Tehran province. The research has been conducted based on a descriptive correlational study which resulted in the existence of significant positive correlation between all psychological levels of critical thinking and willingness to communicate. Moreover, critical thinking as a major variable was also found significantly correlated with willingness to communicate.

scholarly journals Critical Thinking and Iranian EFL Students' Listening Comprehension

2013 ◽  
Vol 5 (6) ◽  
pp. 12 ◽  
Author(s):  
Mohsen Zare ◽  
Fatemeh Behjat ◽  
Seyyed Jamal Abdollrahimzadeh ◽  
Mehri Izadi
Keyword(s):  
Critical Thinking ◽  
Listening Comprehension ◽  
Efl Students

scholarly journals EFL Students’ Writing Strategies in Saudi Arabian ESP Writing Classes: Perspectives on Learning Strategies in Self-access Language Learning

2012 ◽  
pp. 407-422 ◽  
Author(s):  
Mohammad Alnufaie ◽  
Michael Grenfell
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Writing Strategies ◽  
Writing Classes ◽  
Student Writers ◽  
Efl Students ◽  
Second Year ◽  
Process Oriented ◽  
Almost All

This study was part of a PhD research to explore the writing strategies of 121 second-year undergraduate Saudi student writers who are studying English as a foreign language and for specific purposes in one of the Saudi industrial colleges: Jubail Industrial College (JIC). The writing strategies under investigation had been classified into two categories (process-oriented writing strategies and product-oriented writing strategies) based on their instructional philosophies. A strategy questionnaire was designed to collect data. Although JIC writing classes were assumed to be product-oriented as reported by the majority of the participants’ description of their teachers’ writing approach, the results showed that almost all of the participants (95.9%) were mixing the two kinds of strategies. More surprisingly, the top five writing strategies used by the participants were process-oriented.

scholarly journals Preparatory Learners’ Perspectives of Learner Autonomy in the Saudi Context

2020 ◽  
Author(s):  
Jameelah Asiri ◽  
Nadia Shukri
Keyword(s):  
Mixed Methods ◽  
Language Learning ◽  
Focal Point ◽  
Learner Autonomy ◽  
Research Paper ◽  
Research Papers ◽  
Mixed Methods Approach ◽  
Efl Students ◽  
Preparatory Year

Learner autonomy is a developing concept that has been the focal point of number of research papers investigating language learning. It has been under investigation by number of scholars and researchers over the years, the concept of learner autonomy has been supported by number of researchers, others attempted to prove that it does not fit all learners of different backgrounds. In this research paper, the focus is mainly on learners’ perspectives of learner autonomy, what do they know? To what extent the students understand the concept of learner autonomy? Developing autonomous learners is an area that needs to be explained. There are limited studies conducted in the Saudi context therefore, this study investigates Preparatory year female EFL students’ perspectives of learner autonomy in the Saudi context. Moreover, it examines whether the learners have the knowledge and the competence to develop their learning. The perspectives and views of 150 learners were collected using a questionnaire. The study follows a mixed methods approach. The reviewed literature showed that implications of learner autonomy reflected positively on learners (Burkert & Schwienhorst. 2008; Han, 2015). The main findings of this study revealed that students participated in this study had negative perspective of learner autonomy

scholarly journals ELABORATING CRITICAL THINKING SKILLS IN TEFL METHODOLOGY SUBJECT

2020 ◽  
Vol 3 (2) ◽  
pp. 151-158
Author(s):  
Yohanes Gatot Sutapa Yuliana
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Learning Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Target Language ◽  
Authentic Texts ◽  
Learning Agents ◽  
Language Courses ◽  
Effective Use

Elaborating Critical Thinking Skills in TEFL Methodology subject has become one of the 21st century trends, prioritized in the pedagogic process of language courses. Lecturers as facilitators, motivators, boosters, co-learners and inspirational model are the foundation of innovative creativity to adapt and modify comprehensively, and integrate them in their teaching projects contextually; while, the learners themselves play as the active target of learning agents. This modern TEFL Methodology critically makes use of either authentic texts or real texts that are also confronted by the need to approach texts critically. This was revealed in this research, focused on the learners’ activities that enthusiastically engage critical thinking skills in their learning process. It runs actively, innovatively, creatively, dialogically, democratically and in a critical and interactive atmosphere. The importance of applying critical thinking skills in language learning process can empower learners to maximize the objective of TEFL Methodology learning target both oral and written in accordance with their social context. Learners enter in any task using the target language which contains the elements such as identification, investigation, analysis and problem solving then they must think critically. These kinds of communicative task are commonplace for they engage the learners in authentic communication settings. This is impressive and meaningful for the learners. Thus, recommending success in TEFL Methodology subject – as in life - requires effective use of language practically along with some measure of critical thinking.

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