A Correlation Study of Pakistani EFL Teachers’ Professional discerning and their Critical Thinking

Teaching Context ◽

Efl Teachers ◽

Statistical Program ◽

The University ◽

A great deal of research is done on teacher training and teacher education worldwide, but a few studies appeared on teacher’s professional discerning and particularly on teachers’ critical thinking skills. Critical thinking, with regard to EFL teachers, has not been taken into consideration early on. This study explores the relationship between EFL teacher’s professional discerning and their critical thinking in Pakistani context. A quantitative paradigm has been adopted to find out if there is any relationship between EFL teachers’ professional discerning and their critical thinking. The participants consisted of 93 EFL teachers teaching English at the university level in Pakistan. The researcher utilized a professional discerning (identity) research tool taken from Sheybani and Miri (2019) and a derived Critical Thinking Inventory (DCT) designed by the researcher to collect data. To analyze the relationship between EFL teachers’s professional discerning and their critical thinking ability, the data were analyzed by R (statistical program). The results of correlation analysis unfolded that the sub-constructs of professional discerning questionnaire tools are predicted by critical thinking. A highly positive and statistically significant correlation was observed in the analysis. The study highlights the significance and important role of critical thinking in shaping EFL teachers’ professional discerning, particularly in their teaching context. The study proves the inventive conduct of EFL teachers in the present era of knowledge and learning. The study will positively contribute to language teaching and learning, and it would open up new vistas for EFL teachers, syllabus designers, and academia.

New forms of production and entrepreneurship in the coordinates of neo-industrial development of the economy: a collection of articles based on the materials of the international scientific and practical full-time, correspondence conference on February 21, 2020 ◽

THE DEVELOPMENT OF CRITICAL THINKING FOR HIGHER STUDENTS: NOTES OF THE ENGLISH TEACHER

10.38161/978-5-7823-0731-8-2020-233-238 ◽

2020 ◽

Author(s):

I. B. Ushakova

Keyword(s):

Critical Thinking ◽

Teaching And Learning ◽

Thinking Skills ◽

Law Students ◽

English Teacher ◽

Wide Range ◽

The University ◽

Learning English

The paper is devoted to critical thinking development techniques in the process of teaching and learning English at the University. A wide range of “critical thinking” definitions and interpretations was studied to single out those ideas that help to form the basis for choosing particular critical thinking development techniques. In this paper we focus on our didactic experience in developing critical thinking skills of law students.

The Relationship between Critical Thinking Ability of Iranian English Translation Students and Their Translation Ability

Theory and Practice in Language Studies ◽

10.17507/tpls.0603.12 ◽

2016 ◽

Vol 6 (3) ◽

pp. 541

Author(s):

Nooshin Azin ◽

Hossein Heidari Tabrizi

Keyword(s):

Critical Thinking ◽

English Translation ◽

Teaching And Learning ◽

Thinking Skills ◽

Significant Difference ◽

Senior English ◽

The Difference ◽

Teaching Thinking ◽

The purpose of the present study was to examine the relationship between critical thinking and translation ability of Iranian English translation students. Moreover, the difference between critical thinking skills of males and females was explored. The participants of this study were 86 Iranian senior English translation students of Islamic Azad University, Islamshahr branch. For gathering data two kinds of instruments were used: a critical thinking questionnaire (The Persian version of CCTST- form B) and English to Persian translation test. The findings revealed no significant difference between critical thinking abilities of females and males. Thus it can be concluded that gender has no role in critical thinking abilities of the Iranian EFL learners. Furthermore, the results of this study indicated that learners with more critical abilities were more successful in translation performance. These findings highlight the importance of teaching thinking skills to our learners and Integrating problem solving activities that need critical thinking in our teaching and learning process.

Evaluation of the Effectiveness of Online Resources in Developing Student Critical Thinking: Review of Literature and Case Study of a Critical Thinking Online Site

Journal of University Teaching and Learning Practice ◽

10.53761/1.9.1.4 ◽

2012 ◽

Vol 9 (1) ◽

pp. 38-55

Author(s):

Erst Carmichael ◽

◽

Helen Farrell ◽

Keyword(s):

Critical Thinking ◽

Teaching And Learning ◽

Thinking Skills ◽

Evidence Based ◽

Review Of Literature ◽

Approach To Learning ◽

The University ◽

Critical Thinker

A graduate's ability to be a critical thinker is expected by many employers; therefore development of students’ critical-thinking skills in higher education is important. There is also a perception that today’s students are technologically "savvy", and appreciate the inclusion of a technological approach to learning. However, the complexity of the concept of critical thinking and the assumptions about students’ technological skills are debatable issues that require clarification and evidence-based research in terms of teaching and learning. This paper reports on a case study of an online Blackboard site at the University of Western Sydney, where analysis of patterns of usage of the online site and qualitative analysis of student feedback provide evidence to support its effectiveness for encouraging students' critical thinking. There is potential to expand this into a more widely usable teaching and learning resource in the future, and for further research to explore the benefits for student learning.

The Relationship among Iranian EFL Teachers’ Professional Identity, Self-Efficacy and Critical Thinking Skills

HOW ◽

10.19183/how.26.1.483 ◽

2019 ◽

Vol 26 (1) ◽

pp. 107-128 ◽

Cited By ~ 1

Author(s):

Negar Moslemi ◽

Parya Habibi

Keyword(s):

Critical Thinking ◽

Professional Identity ◽

Self Efficacy ◽

Thinking Skills ◽

Efl Teachers ◽

The Relationship between EFL Teachers’ Critical Thinking Skills and Vocabulary Learning Strategy Instruction across Gender

International Journal of Applied Linguistics & English Literature ◽

10.7575/aiac.ijalel.v.3n.1p.107 ◽

2013 ◽

Vol 3 (1) ◽

pp. 107-114 ◽

Cited By ~ 1

Author(s):

Mehrak Rahimi

Keyword(s):

Critical Thinking ◽

Learning Strategy ◽

Vocabulary Learning ◽

Strategy Instruction ◽

Thinking Skills ◽

Efl Teachers ◽

The Relationship between Iranian EFL Teachers’ Critical Thinking Skills, Their EQ and Their Students’ Engagement in the Task

Theory and Practice in Language Studies ◽

10.17507/tpls.0503.15 ◽

2015 ◽

Vol 5 (3) ◽

pp. 555

Author(s):

Mahshid Alvandi ◽

Ali Gholami Mehrdad ◽

Lotfollah Karimi

Keyword(s):

Critical Thinking ◽

Thinking Skills ◽

Efl Teachers ◽

Teaching practicum and the development of professional and pedagogical knowledge

Journal of Applied Linguistics and Professional Practice ◽

10.1558/jalpp.35061 ◽

2020 ◽

Vol 15 (1) ◽

pp. 67-90

Author(s):

Minerva Rosas ◽

Verónica Ormeño ◽

Cristian Ruiz-Aguilar

Keyword(s):

Student Teachers ◽

Qualitative Data ◽

Thinking Skills ◽

Pedagogical Knowledge ◽

Initial Teacher Education ◽

Teaching Programme ◽

Teaching Practicum ◽

The University ◽

To assess the progressive teaching practicums included in an English Teaching Programme at a Chilean university, 60 former student-teachers answered a questionnaire with both Likert-scale and open-ended questions. The issues assessed included the relationship between the progressive teaching practicums and the curriculum’s modules and sequence, and the skills developed while implementing innovation projects during the student-teachers’ two final practicums. Quantitative and qualitative data analyses allowed us to identify both strengths and weaknesses. The participants highlighted strengths in the areas of teaching strategies, critical thinking skills and professional and pedagogical knowledge. Among the weaknesses, they identified limited supervision and feedback, and diverging views on teaching education between the university and the schools as the most difficult to deal with. These findings may be useful for introducing improvements in Initial Teacher Education aimed at reducing problems and discrepancies and devising suitable induction processes.

ANALISIS HUBUNGAN HASIL BELAJAR DENGAN KETERAMPILAN BERPIKIR KRITIS PADA MATERI HIDROLISIS GARAM.

Konfigurasi Jurnal Pendidikan Kimia dan Terapan ◽

10.24014/konfigurasi.v3i2.7622 ◽

2019 ◽

Vol 3 (2) ◽

pp. 93

Author(s):

Neti Afrianis

Keyword(s):

Critical Thinking ◽

Student Learning ◽

Learning Outcomes ◽

Student Learning Outcomes ◽

Thinking Skills ◽

Correlation And Regression Analysis ◽

Skills Learning ◽

Relationship Of ◽

Critical thinking skills is a very important aspect that students must have in learning chemistry, especially in solving problems that require deeper alternative solutions. This research aims to analyze the relationship of critical thinking on student learning outcomes on salt hydrolysis material. In this research, there were 48 students sampled, the technique used for sampling was purposive sampling. For data analysis in this research using correlation and regression tests with a probability value of 0.05. From the results of the linearity and correlation tests found that students 'critical thinking skills have a relationship with student learning outcomes on salt hydrolysis material by 0.599 and the regression results also show the same thing that there is a significant relationship between students' critical thinking skills with learning outcomes on salt hydrolysis material that is seen from the comparison of the significance value (0,000) with a probability value (0.05), (0,000 <0.05) means that there is a positive relationship between critical thinking skills with student learning outcomes on salt hydrolysis material in SMAN 1 Kampar. The contribution or contribution of students' critical thinking skills to learning outcomes in the hydrolysis material is 35.9% while the remaining 64.1% is influenced by other factors. The higher the level of critical thinking skills of students, the greater the significant functional relationship to learning outcomes, and also the greater contribution / contribution of critical thinking skills to student learning outcomes.Keywords : Critical thinking skills, learning outcomes, correlation and regression analysis, salt hydrolysis

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

Political Science and Politics ◽

10.1017/s1049096521000457 ◽

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 ◽

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.