An investigation on the relationship between critical thinking skills, language learning strategies, and thinking styles of Iranian EFL learners

The present study investigated the relationship between Iranian EFL learners’ use and preferences of language learning strategies and their meta-knowledge and the tasks of pragmatic competence. Quick Oxford Placement Test, version 2 (2004) was administered and 120 upper-intermediate EFL university students majoring in English translation and TEFL were recruited from the available branches of the Islamic Azad University, Fars province. Likewise, a questionnaire entitled Iranian EFL learners’ meta-knowledge and pragmatic tasks (2016) was used to explore EFL learners’ meta-knowledge and tasks of pragmatic competence and the mean score was calculated. Then, Oxford Strategy Inventory for Language Learning (1990) was used to analyze EFL learners’ use and preferences of language learning strategies and the mean score was calculated. Also, to examine any possible relationship between EFL learners’ use and preferences of language learning strategies and their meta-knowledge and pragmatic tasks, some correlations were run. The results of data analyses showed that Iranian EFL learners were moderate in meta-knowledge and tasks of pragmatic competence and in their use of language learning strategies in general. More detailed analyses of the data ranked the order of the applications of the strategies as: social strategies, meta-cognitive strategies, cognitive strategies, memory strategies, compensation strategies and affective strategies from the most to the least frequent strategies applied by the participants of the study. There was a significant medium positive relationship between meta-knowledge and tasks of pragmatic competence and meta-cognitive strategy. However, there were slight but significant positive relationships between meta-knowledge and tasks of pragmatic competence and compensation and affective strategies and no relationships between meta-knowledge and tasks of pragmatic competence and social, affective and compensation strategies.

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PENGARUH METODE ASSESMENT PROSES KONTROL MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS MELALUI PEMBELAJARAN

Jurnal Ilmiah Aquinas ◽

10.54367/aquinas.v4i1.992 ◽

2021 ◽

Vol 4 (1) ◽

pp. 98-103

Author(s):

Siti Mayang Sari ◽

Chairul Fauzi ◽

Winning Amintas Kartika Waruwu ◽

Hasratuddin Hasratuddin

Keyword(s):

Multivariate Analysis ◽

Critical Thinking ◽

Language Learning ◽

Learning Strategies ◽

Quantitative Research ◽

Thinking Skills ◽

Assessment Method ◽

Critical Thinking Skills ◽

Control Analysis ◽

Education Development

Writing this article, it describes a process control assessment method that will improve students' critical thinking skills. This study uses a quantitative research method where data processing is based on multivariate analysis, where this method aims to find out how much influence the variables on an object, or in large numbers simultaneously or simultaneously. A control analysis process that results from the final grades of T / A students 2013-2019, is expected to get better and simultaneous learning value results, so that it will improve critical thinking skills for students. With regard to this value, it can be seen from the results of the process of statistical multivariate analysis based on the results of the final scores of five courses, namely: Indonesian Language, Learning Strategies, Aqidah Akhlak, Learning Psychology, and Early Childhood Education Development. Multivariant analysis reveal will that the process of assessing the results of data from student scores can be used as a reference for other students in different subjects, to be able to maintain their final score results by having the potential in learning innovation, namely having critical thinking skills and for eye-level lecturers. The lecture can see the level of student achievement in the last seven years.

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

International Journal for Educational and Vocational Studies ◽

10.29103/ijevs.v1i7.1985 ◽

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.

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From Narativity to Criticality: Developing EFL Learners’ Critical Thinking Skills through Short Narratives/Stories Reading

Education and Linguistics Research ◽

10.5296/elr.v2i1.8952 ◽

2016 ◽

Vol 2 (1) ◽

pp. 98 ◽

Cited By ~ 1

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>

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Portraying Teacher’s Metacognitive Knowledge to Promote EFL Young Learners’ Critical Thinking in Indonesia

International Journal of Language Education ◽

10.26858/ijole.v5i1.13043 ◽

2021 ◽

Vol 5 (1) ◽

pp. 552

Author(s):

Rika Riwayatiningsih ◽

Sri Setyarini ◽

Rahmat Agung Azmi Putra

Keyword(s):

Critical Thinking ◽

Language Learning ◽

Learning Strategies ◽

English Language ◽

Thinking Skills ◽

Metacognitive Knowledge ◽

Critical Thinking Skills ◽

Young Learners ◽

Fifth Grade Students ◽

New Information

Teaching English as a foreign language to young learners in Indonesia requires specific strategies because young learners have different characteristics compared to adults. It demands English teachers to have sufficient metacognitive knowledge to promote students’ critical thinking skills. Therefore, this research paper presents findings on teacher’s metacognitive knowledge to promote EFL young learners critical thinking. A case study was employed involving one class of fifth-grade students with one English teacher and three instruments to collect data, namely classroom observation, interview, and document analysis. The data analysis was done by referring to the theory of metacognitive knowledge and stages in promoting critical thinking in EFL classroom. The findings reveal that the teacher performed three types of metacognitive knowledge, such as person, task, and strategic knowledge. These types of knowledge determined teacher’s strategy in running the class. It was indicated from the teacher’s statement showing that metacognitive knowledge guide herself through what, why, and how to implement learning strategies and predict outcomes by considering students’ needs and characteristics. Consequently, the students were able to analyze, evaluate, compare, contrast, and construct new information from their previous knowledge and experience.Keywords: Critical thinking, EFL young learners, English language learning, Indonesian educational context, Teacher’s metacognitive knowledge

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