scholarly journals The Comparative Effects of Modern Dialogue Journal and Traditional Dialogue Journal on Critical Thinking: Iranian EFL Learners in Focus

2021 ◽  
Vol 4 (11) ◽  
pp. 129-138
Author(s):  
Masoud Taheri ◽  
Reza Eidi
Keyword(s):  
Critical Thinking ◽  
Statistical Analysis ◽  
Journal Writing ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Homogeneity Test ◽  
Dialogue Journals ◽  
Efl Learners ◽  
Dialogue Journal ◽  
Quantitative Design

The current study explored whether critical thinking skills can be cultivated among Iranian EFL learners through keeping dialogue journals written through paper-and-pen (traditional) and through email (modern). Moreover, the study compared Traditional Dialogue Journal Writing with Modern Dialogue Journal Writing to see which one has probably a greater potentiality for improving critical thinking in an ELT context. To this end, it adopted a quantitative design and selected 85 participants non-randomly from among intermediate EFL learners in Iran. To collect the data, a Preliminary English Test as a homogeneity test and Watson-Glaser Critical Thinking Appraisal Form were utilized. Statistical analysis of the finding revealed that dialogue journaling, both traditional and modern, was a fruitful experience for developing critical thinking. Moreover, contrary to the researchers' assumption, traditional Dialogue journal proved to have a greater potentiality for the development of critical thinking. The study provides implications for ELT contexts.

scholarly journals Assessing moodle-assisted e-learning for students’ concept understanding and critical thinking skills in algebra

2021 ◽  
Vol 12 (2) ◽  
pp. 359-369
Author(s):  
Agus Pahrudin ◽  
Yustika Fatimatuz Zahra ◽  
Nanang Supriadi ◽  
Iip Sugiharta ◽  
Farida Farida ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Conceptual Understanding ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Cluster Sampling ◽  
Homogeneity Test ◽  
Quasi Experimental ◽  
E Learning ◽  
Written Test

Conceptual understanding and critical thinking skills are necessary for all students to help them in their learning process. This research aims to determine the effect of Moodle-assisted e-learning on (1) conceptual understanding, (2) critical thinking skills, and (3) conceptual understanding and critical thinking skills combined. This research employed a quasi-experimental design with random cluster sampling was used as the sampling technique. An algebra written test was used to collect research data. Furthermore, the researchers performed the normality test, homogeneity test, and MANOVA analysis to analyze the data. The researchers discovered that Moodle-assisted e-learning influenced students' conceptual understanding, critical thinking skills, and conceptual understanding and critical thinking skills.

scholarly journals The Effectiveness of STEM-Based PjBL on Student’s Critical Thinking Skills and Collaborative Attitude

2021 ◽  
Vol 12 (1) ◽  
pp. 219-228
Author(s):  
Vera Rosalina Bulu ◽  
Femberianus Tanggur
Keyword(s):  
Critical Thinking ◽  
Quantitative Research ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Homogeneity Test ◽  
Test Results ◽  
Stem Learning ◽  
Learning Models ◽  
Normality Test ◽  
Support Students

PjBL and STEM learning models can overcome the lack of critical thinking skills and collaboration. Those learning models involve 4C that support students’ critical thinking skills and collaboration. This study aimed to identify the effectiveness of STEM-based PJBL models on students’ critical thinking skills and collaborative attitudes. This study was quantitative research with a descriptive method. The data had been collected using a critical thinking skills test, collaborative attitude questionnaires, and learning observation guidelines. Before performing data analysis, the researchers performed prerequisite tests consisting of the normality test, homogeneity test, variance-covariance matrix homogeneity test, N-Gain test, and effectiveness test. The basic assumption test results showed that the MANOVA test could be performed. The MANOVA test results revealed that the STEM-based PjBL learning model effectively improved students' critical thinking skills and collaborative attitudes.

The Impact of Teaching Critical Thinking Skills on Reading Comprehension of Iranian Intermediate EFL Learners

2016 ◽  
Vol 6 (9) ◽  
pp. 1869 ◽  
Author(s):  
Lotfollah Karimi ◽  
Farshad Veisi
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Teaching Reading ◽  
Efl Learners ◽  
Post Test ◽  
And Control ◽  
The Impact

the purpose of the present study was to investigate the impact of teaching critical thinking skills on reading comprehension of Iranian intermediate EFL learners. A sample of 50 students from Arshia Language Institute in Ilam, Iran participated in this study. They were both male and female students who were selected among 80 students based on their performances on PET. The participants were randomly divided into experimental and control groups. First, the two groups were exposed to the pre-test of reading comprehension in order to evaluate their knowledge on reading before the treatment. Based on scores obtained from the Pre-test, no significance differences were observed between two groups. After that the treatment was started and the experimental group was exposed to teaching critical thinking skills. Meanwhile, traditional methods of teaching reading comprehension were used for teaching reading comprehension to the control group. Finally, post-test of reading comprehension was delivered to both groups at the end of treatment to check possible differences.  To analyze the collected data, ANCOVA was run using SPSS Software Version 16. The results showed that teaching critical thinking skills positively affect reading comprehension of intermediate EFL learners, but the interaction of gender and teaching critical thinking was not significant.

scholarly journals Efektifitas Model Pembelajaran Kooperatif Tipe Jigsaw terhadap Kemampuan Berpikir Kritis Matematis dan Kemandirian Belajar Siswa

2019 ◽  
Vol 13 (2) ◽  
pp. 163
Author(s):  
Sutrisno Sutrisno ◽  
Sa’ad Konaah ◽  
Intan Indiati
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Cooperative Learning ◽  
Student Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Homogeneity Test ◽  
Critical Thinking Ability ◽  
Thinking Ability

This research is motivated by mathematical critical thinking skills and students' learning independence that is not yet optimal becomes something that teachers need to pay attention to their students by providing an appropriate learning model to foster this. Based on the 2013 curriculum advocates the development of learning outcomes in cognitive and affective components developed simultaneously and proportionally. This study aims to determine the effectiveness of Jigsaw type cooperative learning models on mathematical critical thinking skills and student learning independence. This type of research is a quasi-experimental research. This study uses a Pretest-Posttest Control Group Design research design. The research instrument was tested for validation by content validation before being trialled. Data analysis techniques in this study were Multavariate Normality Test, Covariance Matter Homogeneity Test, Hotelling Trace T2 Test and t Test. In the preliminary data analysis, which was taken from the daily test scores and scale sheets of the pretest attitude of students' learning independence, showed there was no difference in the average mathematical critical thinking ability and student learning independence between the experimental class and the control class. In the final data analysis taken from the posttest, it can be concluded that the average mathematical critical thinking ability that uses the Jigsaw type cooperative learning model is better than the conventional learning model. But the results of the study also showed the average independence of student learning using the Jigsaw type cooperative learning model is the same as the conventional learning model.

Critical Thinking Skills through Reflective Journal Writing Among Non – Science Majors: Basis for an Enhancement Guide

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Joy D. Talens
Keyword(s):  
Quality Assurance ◽  
Critical Thinking ◽  
Transformative Learning ◽  
Journal Writing ◽  
Thinking Skills ◽  
Instructional Program ◽  
Critical Thinking Skills ◽  
Total Quality ◽  
Reflective Journal ◽  
Bachelor Of Science

Physical Science involves study of non – living things. Since it is being offered among non–majors, teachers surmount challenges particularly appreciation for scientific inquiry. Likewise, De la Salle Lipa exposes students to transformative learning approach to attain its expected La Sallian Graduate Attributes and one of which is being a critical thinker. Thus, this study assessed the extent by which critical thinking skills were enhanced through reflective journal writing. Using the descriptive instructional method of research, this study used the Provus Evaluation Model in its approach to assessment of major variables concerned. Purposive sampling technique was used among 80 Second Year Bachelor of Science in Accountancy and Bachelor of Science in Legal Management who were enrolled during the second semester of School Year 2011 – 2012. Data and other information needed were gathered through questionnaires, informal interviews, observations, documentary analysis and the use of triangulation of data. Results revealed that indicators of critical thinking skills have been found to have been “enhanced to a great extent” However, in consideration of the Total Quality Assurance (TQA), it was found that gap existed between the mean assessment of the respondents and the intent of TQA. In consideration of the findings, an enhancement guide has been proposed to introduce and implement reflective journal writing among non – majors in college or universities’ quest to continuously improve instructional program and attain total quality assurance.   Keywords - reflective journal writing, critical thinking skills, total quality assurance.

scholarly journals A Framework for Infusing Critical Thinking into Chinese College EFL Learners’ Argumentative Writing Process

2019 ◽  
Vol 8 (2) ◽  
pp. 16
Author(s):  
Chunxia Lu
Keyword(s):  
Critical Thinking ◽  
Writing Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Argumentative Writing ◽  
Pedagogical Tool ◽  
Writing Ability ◽  
Efl Learners ◽  
Written Argumentation ◽  
Critical Thinking Instruction

Written argumentation, as a language skill and a cognitive skill as well, is not easy for EFL learners. In China, related studies found that college EFL learners are weak in written argumentation due to the deficiency of critical thinking. In order to enhance Chinese college EFL learners’ argumentative writing ability, this paper reviewed the nature of argumentative writing, the relationship between critical thinking and argumentative writing and previous studies on effects of critical thinking instruction into argumentative writing, and then pointed out that it is reasonable to infuse critical thinking into argumentative writing process in Chinese EFL context. With teachers’ feedback and students’ reflection as the pedagogical tool, the author synthesized an instruction framework for infusing critical thinking skills into Chinese EFL learners’ argumentative writing process hopefully to provide reference for further research and instruction.

scholarly journals Boosting EFL Learners Critical Thinking through Guided Discovery: a Classroom- Oriented Research on First-Year Master Students

2021 ◽  
Author(s):  
Wahida YAICHE
Keyword(s):  
Critical Thinking ◽  
Focus Group ◽  
Intellectual Development ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Control Group ◽  
Guided Discovery ◽  
Efl Learners ◽  
Experimental Group

Critical thinking is widely recognized as a necessary skill for growth and intellectual development due to a variety of factors, including globalization, the revolution of information technology, modernity, and connectivity. EFL teachers can lay the groundwork for their students to attain critical thinking through various methods, models, and strategies. The present investigation suggests that the teacher could promote EFL learners’ critical thinking through guided discovery model of instruction. Henceforth, the current paper endeavors to enlighten the adequacy of applying guided discovery for developing learners’ critical thinking skills. It is an experimental research that investigates: how may guided discovery contribute to the development of EFL learners’ critical thinking? It attempts to examine the utility of discovery learning in teaching students how to process and think critically about the education they receive where information has become readily available and accessible. To this aim, 40 EFL Master students who took educational psychology courses were nominated from the university center of Naama, Algeria. The researcher selected Peter Honey Critical Thinking test and focus group discussions to attain data on students’ critical thinking skills. The test results demonstrated that the experimental group outperformed the control group. The students become more autonomous, reflect on their learning experiences, and identify the most useful strategies. Furthermore, the analysis of focus group interviews revealed that the experimental group participants hold positive attitudes toward discovery learning. They perceive it as a precious method that can enhance their awareness about the value of thinking critically.

scholarly journals Pengaruh Model Pembelajaran Berbasis Masalah terhadap Kemampuan Berpikir Kritis Siswa

2019 ◽  
Vol 4 (1) ◽  
pp. 11
Author(s):  
Sebastianus Fedi ◽  
A S Gunsi ◽  
A H Ramda ◽  
B Gunur
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Homogeneity Test ◽  
Learning Models ◽  
Average Value ◽  
Research Hypothesis

<p>This research is aim to compare the students critical thinking skills who engaged in a problem-based learning model with students who engaged in conventional learning. This is experimental research, with posttest only control group design. The population is 50 of Accounting XI students in Widya Bhakti Vocational School in Ruteng, Flores. Samples grouping on nonprobability sampling, that is saturated sampling where all of this population members are used as samples. The sample in the experimental class was all 24 students of class XI Accounting 1 who received treatment problem-based learning, while the control class sample was all 26 students of class XI Accounting 2 who received conventional learning. Data is collected through tests in the form of description questions.</p>A prerequisite test was carried out before testing the research hypothesis: the normality test and the homogeneity test. The results of these prerequisite test are data in two groups indicated as normally distributed and both are homogeneous. Then, the research hypothesis was tested using t-test. Obtained and on a significance level of and degrees of freedom. Because then is rejected while is acceptable. In this case,  the average value of critical thinking skills in the experimental class,  the average value of critical thinking skills in the control class. The meaning of the results of this analysis are: (1) when compared to conventional learning models, the problem-based learning model has a more positive and significant influence on the formation of students' critical thinking skills; (2) The value of t-count = 4.005 indicates that the average value of critical thinking skills of students using problem-based learning models is so higher than the average value of conventional learning students' critical thinking abilities.

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