Developing College EFL Writers’ Critical Thinking Skills Through Online Resources: A Case Study

Zhang, Xiaodong

doi:10.1177/2158244018820386

Cited by 16 publications

(18 citation statements)

References 21 publications

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“…Critical thinking is thinking clearly and rationally. The ability to think critically is not an inherent ability of humans from birth, but is something that must be trained so that efforts need to be made to improve this ability [42] [43]. Critical thinking has several characteristics [44], namely a) able to analyze arguments, b) able to make a conclusion using inductive/deductive reasoning, c) able to make assessments and evaluations, d) able to make decisions and solve problems.…”

Section: Critical Thinking Abilitymentioning

confidence: 99%

Quantum Flipped Learning and Students’ Cognitive Engagement in Achieving Their Critical and Creative Thinking in Learning

Agustini

Santyasa

Tegeh

et al. 2022

Int. J. Emerg. Technol. Learn.

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The 21st century as the information age implies that everyone, including students, must be literate in the development and advancement of knowledge-based information and communication technology. That is, students in schools as early as possible must be invited to build 21stcentury knowledge and skills, namely 4C skills. To accommodate this, the learning model must accommodate student centered learning models, one of which is quantum flipped learning (QFL) as a substitute for direct flipped learning (DFL). The aims of this study were 1) to analyze the main and interactive effect between the QFL model vs. the DFL model and students' cognitive involvement on their critical and creative thinking in learning physics. To achieve this goal, experimental research was conducted using a post test only control group design. The population of this research is high school students of class XI SMAN 4 Singaraja, and the sample is 4 classes selected by class random technique. The research data were collected with critical thinking tests, creative thinking tests, and cognitive engagement questionnaires. The research data were analyzed using two-way multivariate analysis of variance. Hypothesis testing was carried out at a significance level of 5%. The results showed that 1) critical thinking and creative thinking of students who studied with the QFL model were higher than students who studied with the DFL model, 2) students who had high cognitive engagement showed critical thinking and creative thinking skills that were not different from students who had low cognitive engagement, 3) there is no interactive effect between the learning model and students' cognitive involvement on critical thinking and creative thinking. The implication of this research is that to achieve optimal critical thinking and creative thinking, physics learning will be better if using the QFL model, students who have low cognitive engagement to be guided and motivated in learning to be able to increase their cognitive engagement in learning, both levels of cognitive involvement students are accommodated by both models.

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Section: Critical Thinking Abilitymentioning

confidence: 99%

Quantum Flipped Learning and Students’ Cognitive Engagement in Achieving Their Critical and Creative Thinking in Learning

Agustini

Santyasa

Tegeh

et al. 2022

Int. J. Emerg. Technol. Learn.

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“…Despite the importance of critical thinking skills for English Department students and students learning English as a second or foreign language in general, several studies suggest that their critical thinking skills are not yet satisfactory [4] [26] [27] as proved by their performance in the class. They might score well in the exam but fail in employing critical thinking skills to solve their daily problems.…”

Section: The Critical Thinking Skills Of English Department Studentsmentioning

confidence: 99%

“…They might score well in the exam but fail in employing critical thinking skills to solve their daily problems. In a study carried out in an EFL writing class in China, [27] found out that students' low achievement in writing was due to the inadequate exposure to activities which develop critical thinking skills. Critical thinking skills are often ignored in the writing process for the learning process is focused more on grammar and structure materials, causing the students to have little chances to develop effective essays.…”

Section: The Critical Thinking Skills Of English Department Studentsmentioning

confidence: 99%

Preparing English Department Students for Industry 4.0 Era through Critical Thinking Skills Development

Yosintha¹,

Arochman²

2020

Proceedings of the Proceedings of the 1st International Conference on Language and Language Teaching, ICLLT 2019, 12 October, M

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The purpose of this review is to shed light on how to build critical thinking skills as one of the necessary skills that all students in higher education level need to be able to compete in the Industry 4.0 era. To ensure success, the worldwide industries in the fourth industrial revolution require their workforce to have not only technical skills but also soft skills, particularly critical thinking skills. With this new trend, English Department students are challenged to develop their critical thinking skills to supplement their English competences to be able to meet the ever-growing needs of the industry. Through a study of literature, this paper proposes some instructional strategies that the English Department could implement to build the students critical thinking skills and ultimately create a workforce ready for the tough competition in the Industry 4.0 environment.

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“…However, several previous studies are in line with the findings of this study. Students as writers can develop critical thinking skills even though, in practice, they face various challenges (Zhang, 2018). Unlike these findings, Bouanani (2015) also states that critical thinking can be improved through dialogue and reflective writing.…”

Section: Findings and Discussionmentioning

confidence: 99%

The Effect of Genre Approach to Improve University Students’ Critical Thinking Skills

Ismail

Helaluddin

2022

AIJP

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This study aims to determine the impact of using a genre-based approach on students’ critical thinking skills through learning to write essays. This study uses a quasi-experimental design involving 54 students (experimental and control classes) taking writing course one at the Indonesian Language and Literature Education Study Program, Muhammadiyah University of Palembang, South Sumatra, Indonesia. Data were collected using a written essay test which was then assessed using the critical thinking skills assessment rubric. The collected data were analyzed using SPSS 20.00 by performing paired sample t-test, independent sample t-test, and MANOVA. The group of students who used the genre approach was proven to improve critical thinking skills compared to the group that used the conventional method. Thus, it is hoped that teachers can consider this genre approach as an alternative learning method for improving students’ critical thinking skills.

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Developing College EFL Writers’ Critical Thinking Skills Through Online Resources: A Case Study

Cited by 16 publications

References 21 publications

Quantum Flipped Learning and Students’ Cognitive Engagement in Achieving Their Critical and Creative Thinking in Learning

Quantum Flipped Learning and Students’ Cognitive Engagement in Achieving Their Critical and Creative Thinking in Learning

Preparing English Department Students for Industry 4.0 Era through Critical Thinking Skills Development

The Effect of Genre Approach to Improve University Students’ Critical Thinking Skills

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