An interrogation of the role of critical thinking in English language pedagogy in Chile

Veliz, Leonardo; Véliz-Campos, Mauricio

doi:10.1080/13562517.2018.1456424

Cited by 23 publications

(17 citation statements)

References 24 publications

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“…The implementation of problem-based resolution in clinical cases should account for students' opinions about how to resolve problems. Furthermore, professors must motivate students to develop, enhance, and utilize CT through knowledge, flexibility, and empathy acquisition (Basco et al, 2016;Cazzell & Anderson, 2016;Pérez Granados, 2014;Veliz & Veliz-Campos, 2019;Zlatanovic et al, 2016). In addition, professors need to reflect on the influence they have in the development of students' CT skills.…”

Section: Discussionmentioning

confidence: 99%

Motivation for Critical Thinking in Nursing Students in Chile

Berger

Cianelli

Valenzuela

et al. 2020

Hisp Health Care Int

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Nursing education includes a constant challenge regarding the competencies that nurses must possess to provide high-quality nursing care. One of these competencies is critical thinking (CT), and motivation for critical thinking (MCT) has been identified as an element necessary to develop CT. Expectancy and value are important components of the MCT. This study aimed to analyze sociodemographic and academic factors related to MCT in Chilean nursing students. This study is an analytical–correlational, cross-sectional study conducted with 478 nursing students in Chile. The data were collected using an online questionnaire. The Critical Thinking Motivation Scale was used to measure MCT. Pearson’s square, Chi-square, means comparison test, and binomial logistic regression were used to analyze the data. The expectancy component of the MCT had the lowest scores on the scale. Age was associated with the cost subcomponent ( p < .03), and high school was associated with the interest subcomponent ( p < .01). Academic factors contributing to MCT were problem-based learning, professor motivation, and the inclusion of MCT in nursing disciplinary subjects. Strategies that improve CT and MCT should be implemented and evaluated periodically from the beginning of a nursing career. Faculty should be trained to motivate students to think critically.

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Section: Discussionmentioning

confidence: 99%

Motivation for Critical Thinking in Nursing Students in Chile

Berger

Cianelli

Valenzuela

et al. 2020

Hisp Health Care Int

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“…Critical thinking is at the heart of higher education (Wilson, 2016) and is an important goal in modern schooling. Its implementation provides students with the competencies needed to develop a personality (Veliz & Veliz-Campos, 2019) and to solve problems in a rapidly changing and uncertain world (Facione & Facione, 1996;Ku, 2009;Dwyer et al, 2012;Ghanizadeh, 2017). The demand for critical thinking is growing along with challenges and complex problems in a global, competitive environment (Smith & Stitts, 2013) that have not existed before.…”

Section: Introductionmentioning

confidence: 99%

“…The importance of developing critical thinking skills and the challenges faced by teachers in the study process have been drawing the attention of researchers around the world (Evens et al, 2014;Gillespie & McBain, 2014). Researchers argue that critical thinking can be learned, encouraged, and developed (Niu et al, 2013;Abrami et al, 2015, Veliz & Veliz-Campos, 2019Puig et al, 2019). To achieve this, the development of critical thinking must be included in every study discipline (Penningroth et al, 2007), thereby justifying the objectives of higher education in terms of critical thinking (Ghanizadeh, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…For example, Tsui (2008) argues that most teachers do not have sufficient pedagogical training and lack the knowledge necessary to develop critical thinking (Zhang et al, 2020), and therefore they teach ineffectively (Crenshaw et al, 2011;Edwards, 2017). The interest to incorporate the teaching of critical thinking skills is increasing, but an overall lack of consistency in the implementation process is noted (Veliz & Veliz-Campos, 2019).…”

Section: Introductionmentioning

confidence: 99%

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The Interaction Between Understanding of Critical Thinking and Teaching/Learning of Critical Thinking Skills

Indrašienė

Jegelevičienė

Penkauskienė

et al. 2022

PED

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This article aims to present the interaction between understanding of critical thinking and teaching and learning of critical thinking skills in higher education in Lithuania. Representative quantitative research was implemented, and 152 teachers and 1512 students took part in the survey. Exploratory factor analysis revealed two factors – the rigidity and elasticity of the conception of critical thinking – that have an impact on teaching and learning of critical thinking skills.

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“…According to Ennis (2013), the critical skill is a way of reflective thinking based on logical reasons that determine what to do, while metacognition is aware of the cognitive process (Ramli et al, 2019). Therefore, the role of critical thinking is important in English language pedagogy (Veliz & Mauricio, 2018). Besides, metacognitive awareness helps prospective teachers to create learning activities.…”

Section: Introductionmentioning

confidence: 99%

Developing Metacognitive Writing Strategy to Enhance Writing Skills Viewed from Prospective Teachersâ€™ Critical Thinking Skills

Kazemian

Irawan²,

Haerazi³

2021

JOLLS. Lang. Liter. Studies

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The metacognitive awareness and critical thinking skills were essential to be subjected to the prospective teachers to regulate their learning and train how to practice writing effectively. This study was aimed at developing the model of the metacognitive writing strategy to improve prospective teachersâ€™ writing skills viewed from critical thinking skills in Indonesian higher education. To attain the research aim, the research and development (R&D) study was employed. The stages of R&D design included defining, designing, developing, and disseminating. To attest to the effectiveness of the metacognitive writing strategy, the researcher used a quasi-experimental design in the form of pre-test and post-test control group design. The prospective teachers were divided into two groups, the experimental and control group. The experimental group was treated using the metacognitive writing strategy, while the control group was taught using the conventional strategy. The instruments of collecting data used the metacognitive writing test and critical thinking test. Then, the data were analysed using descriptive and inferential statistical devices. The results of the study showed that the metacognitive writing strategy can help prospective teachers to regulate their learning activities in terms of what and how to write in the class. At the top of that, they are able to compose good exposition texts. It was proven that the average score of learners in the experimental class was higher than those on the control class. The research findings were elaborated in the research discussion.

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An interrogation of the role of critical thinking in English language pedagogy in Chile

Cited by 23 publications

References 24 publications

Motivation for Critical Thinking in Nursing Students in Chile

Motivation for Critical Thinking in Nursing Students in Chile

The Interaction Between Understanding of Critical Thinking and Teaching/Learning of Critical Thinking Skills

Developing Metacognitive Writing Strategy to Enhance Writing Skills Viewed from Prospective Teachersâ€™ Critical Thinking Skills

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