scholarly journals The role of critical thinking in developing speaking skills

2020 ◽  
Vol 3 (1) ◽  
pp. 62-64
Author(s):  
H. Muhammadiyeva ◽  
D. Mahkamova ◽  
Sh. Valiyeva ◽  
I. Tojiboyev
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
University Education ◽  
Learning And Teaching ◽  
Speaking Skills

Critical thinking is one of the major and rapidly growing concepts in education. Today, its role in second and foreign language learning and teaching is of great importance. Critical thinking skills and the mastery of the English language are expected to become essential outcomes of university education. To become fluent in a language and must be able to think critically and express thoughts, students need practise speaking activities using critical thinking skills. In this article, we define the concept “critical thinking” and discuss the role of critical thinking in the development of speaking skills through some practical activities that can be used in the classroom for students to practice critical thinking skills.

scholarly journals Fostering Learner’s Critical Thinking Skills in EFL: Some Practical Activities

2017 ◽  
Vol 13 (29) ◽  
pp. 126
Author(s):  
Marsela Harizaj ◽  
Veneranda Hajrulla
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Learning And Teaching

Developing student’s critical skills is one of the major concerns of foreign language teachers. Professional teachers and novice ones try to find ways to motivate their students. Developing communicative competence requires students to develop learning strategies and focus on language function and context. In every course assignments, learners understand and realize better that communication is not an easy thing. Developing accuracy and fluency in foreign language classes enhance students critical thinking too. However, What is critical thinking? What is the perception of learners about it? What communicative activities can foreign language teachers use in the classroom to enhance student’s critical thinking? These are some research questions that this paper brings in focus, from theory to practice. The study is based on observations in EFL classes. From observations, it was found that developing critical thinking skills help learners to enhance their communication, enlarge their vocabulary, and help them to learn how to use language for different purposes in a variety of contexts. Foreign language teachers can help learners develop critical thinking skills. In this paper, some suggestions for foreign language teachers to use practical activities to foster critical thinking will be presented. Thus, in English language learning and teaching contexts, critical thinking becomes more dynamic.

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.

scholarly journals Philosophical Foundations of Second Language Acquisition

wisdom ◽  
2016 ◽  
Vol 1 (6) ◽  
pp. 125
Author(s):  
Lilit Melikyan
Keyword(s):  
Second Language ◽  
Critical Thinking ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Learning Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Philosophical Foundations

The following article attempts at shedding light on the role of metacognitive practices in second language acquisition, in particular, the role of critical thinking skills as a boosting factor for the language learning process. The article suggests using some psychological-methodological mechanisms that aim at promoting critical thinking in language learning thus attaching worth attention to the role of metacognitive practices in the field.

scholarly journals From Narativity to Criticality: Developing EFL Learners’ Critical Thinking Skills through Short Narratives/Stories Reading

2016 ◽  
Vol 2 (1) ◽  
pp. 98 ◽  
Author(s):  
Ashkan Pashangzadeh ◽  
Moussa Ahmadian ◽  
Hooshang Yazdani
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Language Proficiency ◽  
Course Design ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Human Beings ◽  
Efl Learners ◽  
Learning And Teaching ◽  
The Difference

<p class="Default">Regarding the ever presence of narratives/stories in almost all aspects of human beings’ lives and the significance of Critical Thinking (CT) as an important factor in directing students to avenues of success in both educational and non-educational contexts, this study attempted to investigate the effectiveness of reading short narratives in EFL learners’ CT skills development. To this end, 59 undergraduate EFL learners majoring in English translation participated in the study. Taking into consideration the participants’ homogeneity in language proficiency and CT skills, 54 were finally selected and put into two experimental and control groups, namely, Narrative and Non-narrative groups, and 27 participants in each group. Short narrative and non-narrative (expository) texts, as elicitation tasks, were used for Narrative and Non-narrative groups respectively. Using a learner oriented approach, communicative reading strategies were incorporated into the course design for both groups. Statistical results, under the influence of 12 treatment sessions, indicated the out-performance of Narrative group, in comparison with Non-narrative one, from the pretest to the post-test (California Critical Thinking Skills Test, CCTST). Possible explanations for the difference in participants’ CT skills and potential pedagogical implications of the findings for language learning and teaching have been discussed.</p>

Promoting Critical Thinking Skills in Language Education through Online Discussions

2012 ◽  
pp. 1-22
Author(s):  
Ugur Demiray ◽  
Murat Hismanoglu ◽  
Sibel Hismanoglu
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Online Discussion ◽  
Language Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Online Discussions ◽  
Learning And Teaching ◽  
Teaching Tools

Online discussion has become one of the most effective teaching tools in recent years in terms of its power to promote students’ critical thinking skills in educational contexts. This chapter aims at presenting an overview of recently conducted research studies on critical thinking and online discussions, explaining online discussion as a pedagogical vehicle for maximizing language learning and teaching, identifying problems related to online discussions, as well as some suggested solutions, describing application activities that promote critical thinking skills, illustrating how language teachers and learners can use meta-communication in creating successful online discussions, and stressing the importance of the teacher’s role in designing an effective online discussion environment for students.

Portraying Teacher’s Metacognitive Knowledge to Promote EFL Young Learners’ Critical Thinking in Indonesia

2021 ◽  
Vol 5 (1) ◽  
pp. 552
Author(s):  
Rika Riwayatiningsih ◽  
Sri Setyarini ◽  
Rahmat Agung Azmi Putra
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Thinking Skills ◽  
Metacognitive Knowledge ◽  
Critical Thinking Skills ◽  
Young Learners ◽  
Fifth Grade Students ◽  
New Information

Teaching English as a foreign language to young learners in Indonesia requires specific strategies because young learners have different characteristics compared to adults. It demands English teachers to have sufficient metacognitive knowledge to promote students’ critical thinking skills. Therefore, this research paper presents findings on teacher’s metacognitive knowledge to promote EFL young learners critical thinking. A case study was employed involving one class of fifth-grade students with one English teacher and three instruments to collect data, namely classroom observation, interview, and document analysis. The data analysis was done by referring to the theory of metacognitive knowledge and stages in promoting critical thinking in EFL classroom. The findings reveal that the teacher performed three types of metacognitive knowledge, such as person, task, and strategic knowledge. These types of knowledge determined teacher’s strategy in running the class. It was indicated from the teacher’s statement showing that metacognitive knowledge guide herself through what, why, and how to implement learning strategies and predict outcomes by considering students’ needs and characteristics. Consequently, the students were able to analyze, evaluate, compare, contrast, and construct new information from their previous knowledge and experience.Keywords: Critical thinking, EFL young learners, English language learning, Indonesian educational context, Teacher’s metacognitive knowledge

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