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.

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 Students’ and Teachers’ Perceptions on the Impacts of Service-Learning in a Language Course

2021 ◽  
Vol 29 (S3) ◽  
Author(s):  
Giang Thi Thu Bui ◽  
Hanh Thi Minh Nguyen
Keyword(s):  
Service Learning ◽  
Language Learning ◽  
Tertiary Education ◽  
Language Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Target Language ◽  
Asia Pacific ◽  
Native Community

Service-learning, also known as community-based learning, is considered a pedagogical tool in various disciplines at different levels, including tertiary education. It has proved its significant effects on social and academic aspects. Different institutions have incorporated service-learning in their language curricula in language education to create better exposure to the target language for learners. However, the research on the application of service-learning components in language learning has still been limited in Asia-Pacific countries, especially in Vietnam, where learners have fewer chances of serving a native community by using a target language like English. This paper reports on teachers’ and students’ perspectives on the impacts of a service-learning project incorporated in an English speaking course at a public university in Vietnam. The study used questionnaires for 117 second-year English-majored students, three focus-group discussions with 16 surveyed students, and semi-structured individual interviews with four subject teachers. The results reflect students’ positive feedback on language competence, social awareness, personal traits and soft skills. The interviews with teachers reveal the progressive changes in students’ presentation skills, self-confidence, and critical thinking skills. However, the main difficulties hindering the implementation of the project are the insufficient understanding of project procedures, the passive way of thinking, lack of financial support, and the limited exposure to English in authentic environments. This paper also brings about some practical implications for language teachers and researchers in similar educational contexts.

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 Internalization of Indonesian Language as a Critical Thinking Development Effort in Character Formation

2019 ◽  
Vol 1 (7) ◽  
Author(s):  
Liesna Andriany
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Character Education ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Language Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
National Standards ◽  
Development Effort

Indonesian language courses are compulsory for every student. The purpose of this study is to describe the Indonesian language learning strategy by internalizing Indonesian language education in the development of critical thinking. Critical thinking criteria using FRISCO from Ennis. This research is qualitative with research instruments using observation, questionnaires, interviews, documentation, and tests. Whereas the data analysis technique following Miles and Huberman is done by data reduction and continuous data presentation. Data validity uses data triangulation. The findings show that the critical thinking skills of students on average meet the UISU National Standards. Development of a project-based Indonesian learning strategy that is tailored to the material. The process of internalizing Indonesian education emphasizes critical thinking skills in character building. Proven project-based Indonesian learning strategies can hone students' critical thinking skills so that student character education is formed.

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>

scholarly journals The Influence of Group Size in the Asynchronous Online Discussions on the Development of Critical Thinking Skills, and on Improving Students’ Performance in Online Discussion Forum

2019 ◽  
Vol 14 (05) ◽  
pp. 132 ◽  
Author(s):  
Mohammed Kamal Afify
Keyword(s):  
Critical Thinking ◽  
Group Size ◽  
Online Discussion ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Online Discussions ◽  
Computer Application ◽  
Online Discussion Forum ◽  
Asynchronous Online Discussions ◽  
Learning Management

Asynchronous Online Discussions (AOD) are considered as one of the most ma-jor tools in learning management systems which are used in universities. The ex-ploitation of AODs forums offer students the possibility to teach and learn any-time and anywhere. They also provide students with the time needed to process learning, share ideas and points of view on e-course topics. The group size in the AODs is a substantial variable that affects the interaction and the participation of students. The purpose of our research lays in understanding the influence of the group size participating in the AODs on the development of critical thinking skills in information technology for students of the Faculty of Education, and im-proving students’ performance in online discussion forums. In this research, 103 university students from the bachelor's degree have participated in the study. The participating students are studying the Computer Application in Education Course, and the Education Technology Course on the Blackboard e-learning Management System, during a 15-week semester. The findings of the research have revealed very significant conclusions; and the researcher has come up with various recommendations and suggestions for future studies and further research.

scholarly journals The critical thinking skills of biology teacher candidates toward the ethical issues

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Yuyun Maryuningsih ◽  
Topik Hidayat ◽  
R. Riandi ◽  
Nuryani Y. Rustaman
Keyword(s):  
Critical Thinking ◽  
Teacher Candidates ◽  
Ethical Issues ◽  
Online Discussion ◽  
Thinking Skills ◽  
Genetically Engineered ◽  
Critical Thinking Skills ◽  
Online Discussions ◽  
Control Group ◽  
Biology Teacher

The critical thinking skills are needed by biology teacher candidates to deal with the nowadays ethical issues arisen among society. The aim of this research was to observe the critical thinking skills of biology teacher candidates toward the ethical issues especially in genetic field through online discussion. The subjects of this experimental research were 104 biology teacher candidates who took the Genetics Course in an institution in West Java.  The subject were devided into three groups consisted of two experimental groups and one control group which conducted online discussion by using Gen-21cs application. The experimental groups discussed the topics given by the both instructor and students, while the control group only discussed the topics given by the instructor. The topics discussed were cell cloning, Genetically Engineered Products, stemcell and inbreeding. The online discussions have been done for four weeks. The biology teacher candidate responses were measured using the critica thinking measurement developed by Facione.The critical thinking scores gained were analyzed using descriptive statistic in term of mean. The results showed that the critical thinking skills of the biology teacher candidates tended to increase in each discussion sessions. Online discussion can be used to ensure the other thinking skills.

scholarly journals Online discussion and critical thinking skills: A case study in a Singapore secondary school

2008 ◽  
Vol 24 (5) ◽  
Author(s):  
Chong Min Cheong ◽  
Wing Sum Cheung
Keyword(s):  
Critical Thinking ◽  
Secondary School ◽  
Online Discussion ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Online Discussions ◽  
Online Forums ◽  
School Students ◽  
Positive Attitudes ◽  
Scaffolding Strategies

<span>Studies have shown that electronic discussion can be used effectively to teach critical thinking and can achieve greater understanding. The use of online discussions is common in polytechnics and universities, and many schools in Singapore have begun to introduce online forums for discussion beyond the classroom. This research investigates lower secondary school students' critical thinking in an asynchronous online discussion environment. The findings show that the students in this age group have only minimally exhibited critical thinking skills during the online discussion. However, investigation into students' perception of online discussion shows positive attitudes. Some enhanced scaffolding strategies for online discussion participants and guides on designing good questions are recommended to foster critical thinking skills in this environment.</span>

Methods Of Teaching English Literature For Students Of Graduation In Andhra Pradesh

Think India ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 455-457
Author(s):  
Y.L MARREDDY
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Literature ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Teaching Literature ◽  
Universal Language ◽  
Level Of Understanding

Y.L MARREDDY English is recognized as a universal language. Learning English is inevitable in this present global scenario. It also acts like a link language. Especially, English literature enables learners to develop critical thinking skills, helps to discover and enlighten themselves. It is quite challenging task to teachers to teach literature for studentsin non native English countries like India. The role of the language teachers becomes predominant and the methods of teaching literature according to the students’ level of understanding also play a significant role because studying literature assists students’ tohave real time experiences, passion for language acquisition and think innovatively. In this context, it is necessary for teachers to distinct between teaching literature for special purposes or it is used as a resource language for teaching this foreign language. This paper throws light on the importance of teaching literature, several approaches and methods of teaching literature at graduate level. Literature connects the cultures across the world, throws challenges to solve and even to heal some cultures. It really provides an individual space for learners to express themselves and improve competence levels among them. It allows learners to share their participation in the experience of others, strengthens to shape, alter their attitude and meet their expectations.

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