Critical Thinking Development in Foreign Language Teaching for Non-language-majoring Students

Minakova, Ludmila Yu.

doi:10.1016/j.sbspro.2014.10.157

Cited by 12 publications

(12 citation statements)

References 1 publication

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“…Finally, students experienced the dimension of generating, planning, and producing coherent ideas in the post-reading activity in the element of the logic of critical thinking for critical reading. This finding is in line with Minakova (2014) who found that the block schemes application from Bloom's taxonomy allowed nonlanguage department students to improve their skimming and scanning skills because of the block-chain of analyzing, synthesizing, and evaluating skills.…”

Section: Direct Qualitative Observation On Students' Critical Thinking For Critical Readingsupporting

confidence: 87%

The flipped classroom: Improving critical thinking for critical reading of EFL learners in higher education

Yulian

2021

SiELE

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The immersion of the flipped classroom teaching model in blended and online language learning is indispensable. The purpose of this study was to propose improvement in critical thinking in reading through the flipped classroom teaching model of EFL (English as a Foreign Language) learners in higher education. A quasi-experimental design was used to improve reading skills based on the framework of critical thinking for critical reading with a paired t-test of pre-test and post-test. The participants were 37 second-semester students in the English for Academic Purposes class. The results show that the flipped classroom teaching model enhanced students’ critical thinking for critical reading in the aspects of accuracy, clarity, precision, depth, relevance, and logic from the mean score of the pre-tests (12.4865) to the post-tests (18.3243). Students had a positive perception of the implementation of this model in terms of self-directed learning. This study implies that critical thinking for critical reading skills needs supportive teaching and learning environment that can allow students to have self-study prior to the class so that online learning can be effective to synergize the application of flipped classrooms with critical thinking skills in reading.

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Section: Direct Qualitative Observation On Students' Critical Thinking For Critical Readingsupporting

confidence: 87%

The flipped classroom: Improving critical thinking for critical reading of EFL learners in higher education

Yulian

2021

SiELE

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“…In fact, the implementation of HOTS activities in speaking skill is relatively novel. In terms of language skill, this study extends some previous studies which address the development of HOTS in reading and writing skills (Osman & Kassim, 2015;Roets & Maritz, 2017;Minakova, 2014). The fact that students can develop their HOTS during oral discussion in the classroom, not only reflective thinking (Afshar & Rahimi, 2016), shows that the use of open-ended questions such as why, how if, and as if can improve students" speaking ability.…”

Section: Some Challenges Identifiedsupporting

confidence: 68%

“…Although some studies show that most HOTS is applied in science and engineering subjects at higher education since university students are considered to have owned necessary skills to develop their critical thinking skills, others indicate that it can also be developed in nonscience majors like English language learning. Critical thinking skill can even be taught in language teaching to non-language-majoring students (Minakova, 2014). Moreover, components of strategic thinking skills such as questioning, collecting information and investigating, can be used to improve language learning, especially the task-based approach (Osman & Kassim, 2015) as this study focuses.…”

Section: High Order Thinking Skill (Hots) As Educational Objectivesmentioning

confidence: 99%

“…Although its implementation is not as old as in education, the use of HOTS in language learning has been firmed and significant. Nevertheless, given the four language skills, most studies on HOTS focus on literacy, particularly writing skill (Osman & Kassim, 2015;Roets & Maritz, 2017;Minakova, 2014). It is believed that literacy, particularly writing, is the barometer of human thought and mind which necessarily needs critical thinking skill.…”

Section: Hots In English Language Learning Through Storytellingmentioning

confidence: 99%

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Thinking critically while storytelling: Improving children’s HOTS and English oral competence

Setyarini

Muslim

Rukmini

et al. 2018

Indonesian J. Appl. Linguist

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Although studies on the development of higher order thinking skills (HOTS) as part of Bloom’s revised taxonomy have grown significantly among adult learners, little is known about its use for teaching English to young learners. In the Indonesian context, HOTS is mandated by the scientific-based 2013 national curriculum. This study investigates the development of HOTS strategies and possible challenges through storytelling among seventh grade students to improve their speaking ability. This Classroom Action Research (CAR) obtains data from classroom observations, interviews with the teachers and students, and analysis of lesson plans. The findings reveal that, in its simple form, HOTS in storytelling was developed in young English learners through open-ended question, a strategy which enables students to practice speaking through giving opinion, comment, and imagination while analyzing and evaluating the story. However, due to their limited language competence and unfamiliarity with the story context, students still find difficulties in creating their own stories, the highest level of educational objective. The study finally comes up with ways to engage students in storytelling while developing their HOTS.

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“…Tasks and questions focusing on lower level thinking skills are also easier to measure and evaluate. It does not mean that all the questions and tasks can and should be focusing on students' higher cognitive processes, however, for instance, Minakova (2014) has reported that they are beneficial for students' cognitive development.…”

Section: Discussionmentioning

confidence: 99%

Designing learning experiences for outdoor hybrid learning spaces

Mettis¹,

Väljataga²

2020

Brit J Educational Tech

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With the support of various personal and institutional mobile technologies, numerous physical and virtual spaces can be turned into interesting and motivating hybrid learning settings. By its nature, outdoor mobile learning happens on the move is connected to specific locations and settings inviting learners to study their surroundings, inquire about natural phenomena and solve complex real‐life problems. This poses challenges for teachers to design meaningful, contextualized and comprehensive learning experiences. The paper aims to explore what kind of mobile learning scenarios K‐12 teachers create and what are the limitations and development perspectives of these scenarios. Content analysis of 25 location‐based outdoor learning tracks with 465 questions and tasks was carried out. The results demonstrate that designing and implementing learning activities outside the safe, familiar classroom environment in new hybrid learning spaces is a challenging task for the teachers on many different levels. Taking Bloom’s revised taxonomy, types of contextualization and integrated learning models as frameworks for content analysis of the learning scenarios, the study shows that the teachers do not perceive the potential hybrid spaces and mobile technologies offer in order to design consistent learning experiences that emphasize higher order thinking levels, encompass contextual information and integrate knowledge from multiple disciplinary sources. The paper concludes that there is a need for more teacher training and systemic interventions into current teaching practices that encourage teachers to step outside of their existing teaching paradigms to acknowledge the pedagogical potential of hybrid learning spaces as well as the technological affordances.

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Critical Thinking Development in Foreign Language Teaching for Non-language-majoring Students

Cited by 12 publications

References 1 publication

The flipped classroom: Improving critical thinking for critical reading of EFL learners in higher education

The flipped classroom: Improving critical thinking for critical reading of EFL learners in higher education

Thinking critically while storytelling: Improving children’s HOTS and English oral competence

Designing learning experiences for outdoor hybrid learning spaces

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