scholarly journals English as a Foreign Language Teachers’ Critical Thinking Ability and L2 Students’ Classroom Engagement

2021 ◽  
Vol 12 ◽  
Author(s):  
Ziguang Yan
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Social Contexts ◽  
Language Teachers ◽  
Classroom Engagement ◽  
Foreign Language Teachers ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
The One ◽  
The Impact

Critical thinking has been the focus of many studies considering the educational and social contexts. However, English as a foreign language (EFL) context is the one in which studies about critical thinking and its link to classroom engagement have not been carried out as much as expected. Hence, this study investigated to understand the association between EFL teachers’ critical thinking ability and students’ classroom engagement to get a broader understanding of the impact critical thinking has on students’ success. To do this, firstly, both variables of this study are defined and explicated. Then, the relationship between critical thinking and students’ classroom engagement is discussed. Finally, the implications of this research and also its limitations along with suggestions for further studies are put forward.

scholarly journals CLIL teachers in Finland

2017 ◽  
Vol 11 (4) ◽  
pp. 79-99 ◽  
Author(s):  
Sotiria Pappa ◽  
Josephine Moate ◽  
Maria Ruohotie-Lehty ◽  
Anneli Eteläpelto
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Teacher Identity ◽  
Primary Schools ◽  
Language Teachers ◽  
Emotional Experiences ◽  
Foreign Language Teachers ◽  
Theoretical Perspectives ◽  
The One ◽  
Intuitive Sense

Research on emotions has yielded many theoretical perspectives and many concepts. Yet, most scholars have focused on how emotions influence the transformation and maintenance of teacher identities in the field of teacher education and novice teachers, with little research being conducted on either experienced or foreign language teachers. This study explores emotions in Content and Language Integrated Learning (CLIL) teachers’ work and their role in identity negotiation. The data is based on interviews with thirteen CLIL teachers working at six different primary schools around Finland, while the analysis draws on Meijers’ (2002) model of identity as a learning process. According to this model, a perceived boundary experience usually generates negatively accented emotions, which are negotiated in light of one’s professional identity by means of two complementary processes, i.e. intuitive sense-giving and discursive meaning-giving. The predominant emotional experiences that were identified were, on the one hand, hurry and frustration, and on the other hand, contentment and empowerment. Intuitive sense-giving mostly entailed reasoning, self-reliance, resilience, and empathy. Discursive meaning-giving mostly entailed the ideas of autonomy and of the CLIL team. This study highlights the need for sensitivity toward teachers’ emotions and their influence on teacher identity. It concludes with suggestions for theory, further research and teacher education.

scholarly journals Evaluation Principles' Influence of Critical Thinking Foreign Language Teaching on German Literature Classroom Learning Motivation

2021 ◽  
Vol 73 ◽  
pp. 81-94
Author(s):  
Wei WANG
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
German Literature ◽  
Foreign Language Teaching ◽  
Learning Motivation ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Language Classrooms

The basis of critical thinking foreign language teaching is to regard language as a means to develop higher-order thinking ability. In language teaching, it aims to develop the thinking ability of learners, and to use the language-learning concept of thinking ability in situations beyond language classrooms. It contains a series of principles that reflect this view of language and language teaching, which can be used to support various classroom-operating procedures. Studies have summarized the principles of critical thinking foreign language teaching into 8 items: target, evaluate, routinize, reflect, inquire, fulfill, integrate, and content. This study takes the literature course that requires the highest critical thinking ability in the teaching of German major in universities as an example, and investigates the influence of the most easily neglected evaluation principle on students' learning motivation through quantitative experiments.

Using Technologies to Develop Skills and Autonomy in Foreign Language Teachers

2017 ◽  
Vol 9 (5) ◽  
pp. 64
Author(s):  
Giuseppe Maugeri
Keyword(s):  
Foreign Language ◽  
Virtual Environments ◽  
Language Teachers ◽  
Foreign Languages ◽  
Learning Tools ◽  
Foreign Language Teachers ◽  
Web Based ◽  
E Learning ◽  
Training Courses ◽  
The One

This study focuses on the peculiarities that training courses mediated by technologies need to feature to positively affect the motivation and the building of metacognitive and didactic competences in teachers of foreign languages. What is especially highlighted is the fact that the advantages of these courses are closely related to the variables internal to the virtual environments that put the participants in control of their own learning process. With this in mind, two areas are taken into consideration, the constructive-interactional approach regarded as a model to design virtual learning environments on the one hand, and on the other the characteristics of e-learning tools and web-based tasks that help teachers acquire and refine metacognitive strategies, critical thinking and digital practices useful for their professional development.

An Investigation Into Career Development Contexts of University Russian Language Teachers in China (1949-2019) From the Perspective of Ecological Theory

2021 ◽  
Vol 44 (2) ◽  
pp. 166-186
Author(s):  
Yuan Tao ◽  
Zhanhao Jiang
Keyword(s):  
Career Development ◽  
Literature Review ◽  
Foreign Language ◽  
Ecological Theory ◽  
Russian Language ◽  
Language Teachers ◽  
Personal Factors ◽  
Foreign Language Teachers ◽  
The Impact ◽  
The Relationship

Abstract Although much research has been conducted on the interactions between the career development of foreign language teachers and their contexts around the world, a literature review reveals that there exists scanty research on the relationship between university Russian language teachers’ career development and their contexts in China since 1949. Based on relevant studies on the career development of foreign language teachers and the ecological theory, this paper involves research on the impact that different ecological systems (micro-, meso-, macro- and exo-ones) have played in the career development of Russian language teachers in China. Participants are 10 Chinese Russian teachers of different ages from different universities in different parts of China. Via literature review, narration methods and semi-structured (in-depth) interviews with the help of NVivo, this research finds that Russian language teachers ’ career development results from multi-faceted interactions of the following contexts: ideology, Russian language educational policies and personal factors as well as college contexts. This paper concludes with some suggestions for improving Russian language teachers’ career development in China.

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