Abstract:The Critical Thinking (CT) component has by now secured a key place within EFL curriculum aims and objectives. The integration of a CT dimension into the teaching of the writing skill in particular has received considerable attention in research. However, research has also pointed to the failure of assessment practices to evaluate CT development. It is within this context that the present work advocates a standard based approach to the assessment of CT in EFL writing that aligns assessment criteria to the critical abilities articulated in the learning outcomes (i.e., standards). This fosters a conception of CT measures that associates components of CT with higher order writing skills. Accordingly, the first objective of the study is to empirically test the relationship between CT dispositions and metacognitive strategy use in an attempt to establish a model of writing (self-)assessment that combines these two dimensions. As assessment is viewed as a formative evaluation process subservient of learning, the study also targets the students' self-assessment strategies during the writing process. To this purpose, a questionnaire has been designed, and administered to 100 students at the Faculty of Letters and Human Sciences in Rabat to tap their perceptions and use of CT skills. The data analysis revealed that critical thinking development and assessment are metacognitive in nature; it follows that metacognitive skills such as planning, self-evaluating and reflecting are to be used as an essential vehicle in the development of Critical Thinking skills. This points to the paramount role of CT-informed formative (self-)assessment practices in benefiting ELT writing learners.

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The abrupt spread of COVID-19 has resulted in a global pandemic that has claimed millions of lives so far. This unprecedented health emergency has taken a toll on the economy of millions of individuals and families worldwide. The pandemic has also impacted the educational systems of many countries as it forced educational institutions to change their teaching and learning strategies. This chapter aims to provide an answer to four main research questions: the issues Moroccan and Mexican teachers faced in resorting to distance learning, what coping strategies teachers used in both countries, what policies and procedures were implemented in distance learning by the Moroccan and the Mexican governments, and finally, if there were any infrastructure issues reported in both countries with regard to the adoption of distance learning during the outbreak of the pandemic and the future prospects for the post-pandemic. The answers to these questions were sought by using both quantitative and qualitative data collected from teachers of whom 150 were Moroccan and 196 were Mexican.

This review provides new insights to direct policymakers in the fields of higher education, especially with regard to students' mental health. Despite the current scarcity of published original researches about the COVID-19 impacts on mental health, lessons can be learned. Hopefully findings would help students to embrace the pandemic new experience so that they could engage more in learning and be safer. Specifically, the bottom line is how to balance between prioritizing student safety, managing mental health conditions, and long-term academic success of our students.

Abstract:The Critical Thinking (CT) component has by now secured a key place within EFL curriculum aims and objectives. The integration of a CT dimension into the teaching of the writing skill in particular has received considerable attention in research. However, research has also pointed to the failure of assessment practices to evaluate CT development. It is within this context that the present work advocates a standard based approach to the assessment of CT in EFL writing that aligns assessment criteria to the critical abilities articulated in the learning outcomes (i.e., standards). This fosters a conception of CT measures that associates components of CT with higher order writing skills. Accordingly, the first objective of the study is to empirically test the relationship between CT dispositions and metacognitive strategy use in an attempt to establish a model of writing (self-)assessment that combines these two dimensions. As assessment is viewed as a formative evaluation process subservient of learning, the study also targets the students' self-assessment strategies during the writing process. To this purpose, a questionnaire has been designed, and administered to 100 students at the Faculty of Letters and Human Sciences in Rabat to tap their perceptions and use of CT skills. The data analysis revealed that critical thinking development and assessment are metacognitive in nature; it follows that metacognitive skills such as planning, self-evaluating and reflecting are to be used as an essential vehicle in the development of Critical Thinking skills. This points to the paramount role of CT-informed formative (self-)assessment practices in benefiting ELT writing learners.