The Relationship between Critical Thinking and Language Learning Strategies of EFL Learners

Failasofah

2021

IRJE

This research aims to investigate the relationship amongst three concepts: language use, linguistic competence, and critical thinking. Pedagogical and cognitive aspects of language learning are evident in the implications of this research concerning how thought influences learning, and how learning influences thought. The sample of the study consisted of 52 students from Mutah University in Jordan who are enrolled in the BA program in the department of English language and literature. The instruments used in the study included the LEAP-Q to measure the multilingual level of participants to determine language use, a critical thinking test to measure the participants’ level of reasoning, and a TOEFL proficiency test to measure the participants’ level of linguistic competence. The findings show significant positive correlations between language use and critical thinking, between linguistic competence and critical thinking, and between language use and linguistic competence. We conclude that language use enhances the linguistic abilities and possibly enhances the cognitive capabilities of the participants. We recommend encouraging students to use the second language inside and outside the classroom to enhance their linguistic and cognitive abilities.

Section: Discussionmentioning

confidence: 98%

Section: Discussionmentioning

confidence: 99%

The Interrelationship among Language Use, Linguistic Competence, and Higher Order Skills

Failasofah

2021

IRJE

“…By encouraging students to think critically enables them to communicate in the new language and produce different types of spoken and written language as well as demonstrate creativity in using the foreign language they learn. It is also found that critical thinking skills may facilitate students to draw inferences from the new language items and reflecting on the connections between languages (Bagheri, 2015).…”

Section: Critical Thinking In Language Learningmentioning

confidence: 99%

Portraying Teacherâ€™s Metacognitive Knowledge to Promote EFL Young Learnersâ€™ Critical Thinking in Indonesia

Riwayatiningsih¹,

Setyarini²,

Putra³

2021

ijole

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

“…There were studies (Bagheri, 2015;Ghadirzadeh, Hashtroudi, & Shokri, 2013;Griffiths, 2003;Soodmand Afshar, Tofighi, & Hamazavi, 2016) that indicated students who employed more of LLSs will achieve better language success. This view was in agreement with the claim by Griffiths and Oxford (2014), in which numerous studies had showed significant positive correlations in the use of LLSs and success in language learning.…”

Section: Introductionmentioning

confidence: 99%

Effects of Learners’ Language Proficiency on Their Language Learning Strategies

Ping

Luan

2017

MJLL