Improving EFL Learners’ Critical Thinking Skills in Argumentative Writing

In the 21st century where information has become easily available and accessible, education has shifted its attention to teaching students how to process and think critically about the information they receive. Welcoming the changes that education constantly witnesses, the field of English Language Teaching (ELT) has embraced the integration of critical thinking. Accordingly, the present paper aims to explore the effect, if any, of integrating critical thinking on learners’ use of critical thinking skills in argumentative writing. To this end, an experimental study was conducted; 36 Moroccan EFL learners from the department of English were divided evenly into an experimental group and a control group. While the participants in the experimental group were taught writing with critical thinking skills, the others were taught writing with no reference to these skills. The participants in both groups took a pre-test and posttest to evaluate the development of their use of critical thinking skills in argumentative writing. The data which has been quantitatively analyzed indicates that the experimental group significantly outperformed the control group. The students’ ability to use more credible evidence, address alternative arguments, support conclusions, and maintain the logical flow of ideas in their essays did not reach a mastery level in the posttest, yet the average level they reached is reassuring in view of the short time of the training they had. An integration of CT for longer periods may bring forth encouraging outcomes.

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

10.31235/osf.io/u5rfk ◽

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.

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Improving Pupils’ Genuine Love for Reading and Critical Thinking Using the Strategies of the Four-Pronged Approach

International Journal for Innovation Education and Research ◽

10.31686/ijier.vol6.iss5.1032 ◽

2018 ◽

Vol 6 (5) ◽

pp. 41-51

Author(s):

Antonieta Sevilla Palasan

Keyword(s):

Critical Thinking ◽

Oral Language ◽

English Language ◽

Thinking Skills ◽

Critical Thinking Skills ◽

English Language Teaching ◽

Control Group ◽

Language Abilities ◽

Post Test ◽

Quasi Experimental

This study aims at improving the language skills of pupils, particularly their Genuine Love for Reading (GLR) and Critical Thinking Skills (CTS), which are two components of the Four-Pronged Approach to English language teaching. The other two components are Grammar and Oral Language Development (GOLD) and Transfer Stage (TS) but they were not included in this study. The researcher conducted the study using the pre-test—post-test quasi-experimental research design in which fifth grade pupils were divided into two groups: the control group exposed to the regular teaching approach and the experimental group exposed to the instructional strategies of the four-pronged approach for 78 sessions. Prior to the conduct of the interventions, a pre-test was administered to determine the pupils’ level of GLR and CT. The researcher also prepared lessons plans that followed the instructional plan of the four-pronged approach, which were used during the 78 sessions. Results revealed that the experimental group’s Genuine Love for Reading (GLR) and Critical Thinking Skills (CTS) improved significantly as compared to those in the control group. The findings suggest that the strategies of the Four-Pronged Approach help enhance in English language abilities of pupils. Relevant recommendations are forwarded in light of the outcomes of the study.

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

Arab World English Journal ◽

10.24093/awej/vol12no1.6 ◽

2021 ◽

Vol 12 (1) ◽

pp. 71-89

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

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The Effectiveness of a Suggested Model for Learning through Projects Based on Shared Learning Using Social Communication Networks in Developing Critical Thinking Skills and Self-Efficiency in PNU Students

Journal of Educational and Psychological Studies [JEPS] ◽

10.24200/jeps.vol10iss3pp561-576 ◽

2016 ◽

Vol 10 (3) ◽

pp. 561

Author(s):

Wadha H. Al-Otaibi

Keyword(s):

Critical Thinking ◽

Communication Networks ◽

Thinking Skills ◽

Critical Thinking Skills ◽

The Self ◽

Control Group ◽

Suggested Model ◽

Shared Learning ◽

Significant Difference ◽

Experimental Group

The study aimed at identifying the effectivness of a suggested model for learning through projects based on shared learning in developing critical thinking skills and self-efficiency in Princess Nourah bint Abdularhman University (PNU). The study included a sample of 76 students from the specialization of primary level teachers in PNU randomly chosen, in which 39 students represented the experimental group. This group was taught the course of learning through projects using a suggested model. The other 37 students formed the control group and were taught the course in the conventional teaching manner. The critical thinking test and the self-efficiency scale were both administered before and after the experiment. The study revealed a significant difference (p < 0.05) in the means between the experimental and control groups in the critical thinking skills test and the self-efficiency sclae in favor of the experimental group.

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Critical Literacy Approach in the teaching of literary appreciation using Indonesian short stories

Indonesian Journal of Applied Linguistics ◽

10.17509/ijal.v10i1.24992 ◽

2020 ◽

Vol 10 (1) ◽

pp. 84-94

Author(s):

H. Halimah

Keyword(s):

Short Stories ◽

Critical Thinking ◽

Critical Literacy ◽

Short Story ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Control Group ◽

Critical Awareness ◽

Paired Samples ◽

Experimental Group

This paper presents experimental results about the use of the Critical Literacy Approach (CLA) in literary appreciation using Indonesian short stories. The purpose of the study is to find better teaching strategies to improve students’ critical thinking skills and critical awareness to comprehend the conditions of the world, including social relationships involving disproportionate power relations. This study uses the randomized pretest-posttest control group design (RPPCGD), which is a randomized design by giving pretest and posttest to the experimental group (CLA) and control group (expository). The effect of both teaching strategies is calculated through the difference between the pretest and posttest of both groups. This research involved 170 students in the Department of Indonesian Language and Literature Education of an education university in Indonesia. The results are presented in the form of analytical descriptions of paired samples test and paired samples correlations of each group. The results show that students who did a short story analysis with CLA had significantly increased critical thinking skills and critical awareness compared to students of expository strategy. The average posttest of the experimental group is 80.33, which is considerably higher than the control group, with an average of 76.13. The average increase in skills (posttest-pretest) of the experimental group is 38.71 points, and the control groups have an average increase of 31.19 points. Therefore, it is clear that the teaching of literary appreciation using Indonesian short stories with CLA is effective. The use of CLA strategies in increasing students’ critical thinking skills and critical awareness through literary appreciation of Indonesian short stories shows positive results. The results of this study can contribute to the field of learning design with new ideas to improve critical thinking skills and critical awareness of Indonesian students through effective short story analysis or fictional prose analysis.

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Effectiveness of Participation in a Blog for Extra-curricular activities for Developing Students’ Critical thinking skills: A Case of Secondary School Students: فاعلية المشاركة في مدونة إلكترونية للأنشطة غير الصفية في تنمية مهارات التفكير الناقد لدى طالبات الصف الثالث الثانوي بمدينة جدة

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم التربوية والنفسية ◽

10.26389/ajsrp.w201219 ◽

2020 ◽

Vol 4 (16) ◽

Author(s):

Wafa Abed M Al-Harbi, Sanaa Saleh Askool

Keyword(s):

Critical Thinking ◽

Secondary School ◽

Secondary Students ◽

Secondary School Students ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Control Group ◽

School Students ◽

Extra Curricular Activities ◽

Experimental Group

This study aims to identify the effectiveness of participation in a blog for extra-curricular activities for developing the critical thinking skills of third secondary students in Jeddah. The sample consisted of (100) students from several schools in Jeddah, Saudi Arabia randomly selected and divided into (50) experimental group, (50) control group. The study used the Semi-experimental method and conducted the Watson and Glaser test for critical thinking. The results of the study showed that there were statistically significant differences (0.05) among the experimental group (individual and cooperative) For the officer in the brother Bar dimensional test critical thinking skills for the benefit of the experimental group because of its effect for the use of a typical blog (single, cooperative).

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Fostering Critical Thinking Using Instructional Strategies in English Classes

Handbook of Research on Critical Thinking and Teacher Education Pedagogy - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-7829-1.ch016 ◽

2019 ◽

pp. 299-316

Author(s):

Şenol Orakcı ◽

Mehmet Durnali ◽

Osman Aktan

Keyword(s):

Critical Thinking ◽

Learning Strategies ◽

Language Learners ◽

Critical Literacy ◽

English Language ◽

Thinking Skills ◽

Critical Thinking Skills ◽

English Language Teaching ◽

Self Assessment ◽

English Classes

The aim of the chapter is to provide both theoretical and practical ideas about critical thinking development within English language teaching contexts. Encouraging language learners to be critical thinkers is important in teaching English as a foreign language. However, achieving the goal remains a challenge. Using various strategies together seem to be effective when properly implemented. Therefore this chapter outlines these strategies which include communicative language tasks, using authentic meaningful texts, using critical literacy, being aware of whole-brain learning, adopting a reflective teaching, enabling students to become autonomous, using explicit instruction, teacher questioning, using active and cooperative learning strategies, using literature in English classes, using creative drama, and adopting self-assessment. Teachers can enable learners to have critical thinking skills and more efficient English lessons by combining these strategies in a new way or by designing critical thinking activities in the classroom.

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The Impact of Using the First and Third Parts of the Cort Program on the Development of Critical Thinking for Talented Students in Tafila Governorate

Journal of Studies in Education ◽

10.5296/jse.v9i3.15020 ◽

2019 ◽

Vol 9 (3) ◽

pp. 72

Author(s):

Dr. Jehad .Abed Rabbo

Keyword(s):

Critical Thinking ◽

Educational Level ◽

Thinking Skills ◽

Female Students ◽

Critical Thinking Skills ◽

Control Group ◽

Teacher Competencies ◽

Talented Students ◽

The Impact ◽

Experimental Group

This study aims to examine the impact of using some of the skills of the (CoRT) program on the development of critical thinking skills among a sample of talented students in King Abdullah II School of Excellence in Tafila Governorate. The sample consisted of 60 male and female students randomly selected. They were divided into two groups: an experimental group that consisted of 30 students exposed to the acquisition of the skills of the CoRT program and the control group that consisted of 30 students who did not study the program. The Watson Glaser critical thinking test was also applied. The results shows a statistically significant effect, at (α≤ 0.05), in improving the critical thinking skills of the students of the experimental group and shows a statistically significant effect on the test of critical thinking skills due to the variable of educational level and for the favor of the ninth grade. The study also reveals that there were no statistically significant differences in the test of critical thinking skills in relation to the the gender variable. The researcher recommends developing the teacher competencies to teach the skills of thinking in general and critical thinking skills, in particular, through the conducting of courses, seminars, and workshops in the CoRT program.

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

Theory and Practice in Language Studies ◽

10.17507/tpls.0609.21 ◽

2016 ◽

Vol 6 (9) ◽

pp. 1869 ◽

Cited By ~ 2

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.

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The effects of critical thinking instruction through asynchronous learning tools on writing

EduLite Journal of English Education Literature and Culture ◽

10.30659/e.5.2.176-191 ◽

2020 ◽

Vol 5 (2) ◽

pp. 176

Author(s):

Sibel Ayg�n ◽

Fatih Yavuz

Keyword(s):

Critical Thinking ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Asynchronous Learning ◽

Control Group ◽

Learning Tools ◽

Before And After ◽

Students Attitudes ◽

Thinking Disposition ◽

Experimental Group

In writing classes, besides mastering the language items and writing rhetoric, students are required to use some high order thinking skills to be able to write academically. Hence, this study basically aims to see the effectiveness of the use of critical thinking skills on writing achievements of the Turkish EFL students. The purpose of the study is to see if online critical thinking treatment affects students� use of critical thinking skills in their writings. In addition, students� attitudes towards asynchronous learning tools during the study were observed. At the beginning and end of the study, 16 students in control group and 16 students in experimental group answered the questions in the critical thinking disposition scale. In addition to this, their writing performances were evaluated before and after the study. Meanwhile, experimental group students were exposed to 8-week online critical thinking treatment. The data gathered were statistically analysed and the results indicate that while the students� writing performances do not differ significantly before and after the online critical thinking treatment, it has significantly contributed to the studentS� use of critical thinking skills while writing.

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