Critical thinking and problem solving skills: English for science foundation program students' perspectives

Tuzlukova, Victoria; Usha-Prabhukanth, Katherine

doi:10.5937/zrffp48-18664

Cited by 14 publications

(10 citation statements)

References 11 publications

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“…The curriculum addressing the relevant aspects revealed by the needs analysis and assessment is primarily aimed at systematically educating the students in the skills and knowledge needed not only at the course of study but more importantly in students' prospective careers (Radovanović & Mitrović, 2018;Radovanović & Pešić, 2017). The perception of EHT courses as beneficial to impart critical thinking and problem-solving skills (4.05) is aligned with the previous claim that an ESP classroom is a meaningful educational context for promoting critical thinking instruction (Tuzlukova & Usha-Prabhukanth, 2018). The major contribution viewed with culture adaptability gives further support to the observation that ESP instructors place heavy emphasis on cultural issues (Lūka, 2015).…”

Section: Discussionsupporting

confidence: 61%

Education for employability in the health tourism industry: A contribution of English language courses to soft skills development

Radovanović¹,

Mitrović²

2022

Zb Filoz fak Priština

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Along with the growing demands on the tourism and hospitality market, soft skills have been increasingly stated as the main prerequisites for employability. Therefore, this study set out to investigate the health tourism students' perceptions of the soft skills they possess with an emphasis on the contribution of English language courses to their development. The data were collected employing the tailor-made questionnaire which addressed 12 soft skills deemed the most necessary for the inclusion in the (health) tourism labour market. Students perceived their soft skills to be at an average to a moderately high level of development. Likewise, an average to a moderately high level of the contribution of English language instruction was noted. These findings indicate that there is much room for improvement and can be informative for various stakeholders in the education process. On the one hand, the study has revealed that the language courses have a favourable impact on soft skills development, and on the other, it has produced a relatively good representation of the enhancements to be made in this regard.

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Section: Discussionsupporting

confidence: 61%

Education for employability in the health tourism industry: A contribution of English language courses to soft skills development

Radovanović¹,

Mitrović²

2022

Zb Filoz fak Priština

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“…The educational policy makers and curriculum developers in the country were tasked to ensure that soft skills, such as problem-solving are integrated in the curriculum. Previous investigations addressed different ways problemsolving skills may be incorporated in the classroom teaching and learning [55] [3].…”

Section: Discussionmentioning

confidence: 99%

The Impact of COVID-19 on Digital Competence

Syahrin¹,

Almashiki²,

Alzaanin³

2023

IJACSA

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The study looked into how COVID-19 affected the digital competence of a group of preservice teacher education students at a higher education institution in the Sultanate of Oman. The paper examined students' digital profile in five areas namely information and data literacy, communication and collaboration, digital content creation, safety and problem solving. Data from 32 undergraduate students was collected by utilizing DigComp, a European Commission digital skills selfassessment tool and findings from a survey. The digital competence framework measures the set of skills, knowledge and attitudes that describes what it means to be digitally competent. These skills are important for students to be effective global citizens in the 21 st century. The results of the study revealed that the majority of the students scored Level 3 (Intermediate) in their self-assessment competency test score. The majority of the students perceived that their digital competence improved significantly as the result of online learning which was accelerated by the COVID-19 pandemic. The rationale of this investigation is that it helps educators understand the students' level of digital competence and the students' perspectives on ICT skills. In turn, it informs us the ways to monitor the students' digital progress and the next steps in developing their digital competency.

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“…The second category is "Learning and Innovation Skills, " which focuses on several dimensions, i.e., critical thinking, communication, collaboration and creativity dimensions. In the critical thinking dimension, the focus is on creativity and innovation, critical thinking and problem-solving, the ability to analyse complex problems, investigate unclarified matters and evaluate different perspectives or sources of information, and arrive at appropriate conclusions based on evidence and reason (Ravitz et al, 2012;Toharudin, 2017;Tuzlukova and Prabhukanth, 2018). In the communication dimension, the focus is on listening skills as well as being able to communicate effectively using various oral, written, and digital tools in the communication dimension (Fullan, 2013).…”

Section: Twenty-first-century Skillsmentioning

confidence: 99%

Teaching the Turkish language to foreigners at higher education level in Northern Cyprus: An evaluation based on self-perceived dominant intelligence types, twenty-first-century skills and learning technologies

Kurt

Güneyli²

2023

Front. Psychol.

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IntroductionThere are many foreign students in higher education in Northern Cyprus. Both the academic and life skills of these students depend on attaching the necessary importance to their Turkish language teaching. The goal of this study is to examine how university students employ learning technology, twenty-first-century abilities, and perceived categories of intelligence in the process of learning a foreign language.MethodsIn line with the quantitative research design, this study utilized a descriptive approach. Purposeful and convenience sampling methods were used to create the study sample. As a result, the institution in Northern Cyprus with the largest international student body was chosen. At this university, one of the authors of this study has been employed, and Turkish is the language of teaching. The study sample consisted of 431 university students who took Turkish as a foreign language in the 2021–2022 academic year at the selected university.ResultsThe results of the study revealed a weak yet statistically significant correlation between twenty-first-century skills and usage of foreign language-learning technologies. Additionally, students' twenty-first-century skill scores differed significantly, whereas their foreign language-learning technology scale scores did not match their self-perceived intelligence types.ConclusionThe research's findings indicate that students in higher education possess twenty-first-century skills. Based on this finding, it is possible to engage students in the courses and accomplish effective foreign language acquisition if foreign language education is carried out in accordance with modern methodologies and based on twenty-first-century abilities. It has been revealed in this study that it is important to include social learning rather than individual and competitive learning in foreign language education classes.

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Critical thinking and problem solving skills: English for science foundation program students' perspectives

Cited by 14 publications

References 11 publications

Education for employability in the health tourism industry: A contribution of English language courses to soft skills development

Education for employability in the health tourism industry: A contribution of English language courses to soft skills development

The Impact of COVID-19 on Digital Competence

Teaching the Turkish language to foreigners at higher education level in Northern Cyprus: An evaluation based on self-perceived dominant intelligence types, twenty-first-century skills and learning technologies

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