A PBLT approach to teaching ESL speaking, writing, and thinking skills

Shahini, Gholamhossein; Riazi, A. Mehdi

doi:10.1093/elt/ccq045

Cited by 29 publications

(23 citation statements)

References 3 publications

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“…This is specifically so if the philosophical questions are about life-related issues which students are in contact with in their everyday lives. This may combine the procedure suggested for PBLT (Shahini & Riazi, 2011) with life syllabus principles which sets a benchmark for a better implementation of Applied ELT in ELT classes.…”

Section: Discussionmentioning

confidence: 99%

“…Lipman's (2003) approach discussed above, found its place in different fields in education such as mathematics (Daniel, La Fortune, Pallascio & Schleifer, 1999) and first language acquisition and literacy (Haynes, 2002;Murris, 1992; Ofsted, 1997; van der Leeuw, 2004).However, it was first proposed as a communicative approach to second / foreign language teaching by Shahini and Riazi (2011). In their proposition, ELT class is viewed as "a social community" where "students work together to complete a philosophical task" and "use language to learn it" (p. 171) [original emphasis].…”

Section: Philosophy-based Language Teaching: a New Approach To Tementioning

confidence: 99%

“…Inspired by Lipman (2003), Shahini and Riazi (2011) proposed a procedure to apply PBLT in ELT classrooms as follows. At first, the learners are given a source of input including an unseen text, a video or an audio track.…”

Section: Philosophy-based Language Teaching: a New Approach To Tementioning

confidence: 99%

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Philosophy-based Language Teaching Approach on the Horizon: A Revolutionary Pathway to Put Applied ELT into Practice

Dabbagh¹,

Noshadi²

2016

JLTR

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Abstract-As a unique approach in today's language teaching methodology, Philosophy-based Language Teaching (PBLT) engages learners in dialogues using philosophical question and answer activities to tackle the process of language learning in ELT classes. Accordingly, the present study sought to illuminate the practical ways through which PBLT could be utilized to put Applied ELT into practice. In so doing, the key is to redefine the inherent roles of both English learners and practitioners in an Applied ELT classroom. Bringing a bulk of sample philosophical questions, the paper provides the following recommendations to implement PBLT in Applied ELT classes. First, ELT life syllabus can be designed using the principles of PBLT approach. Second, while dealing with language skills, material designers might reshape the common pre and post task activities including life-related philosophical questions. Moreover, as males and females have different points of view towards life issues, materials should provide a platform to augment learners' thoughts through sharing ideas of both genders in the classroom in answering philosophical questions. Third, along with cross-cultural approaches, PBLT can aid life syllabus design which assists learners to consider themselves as an active member of local and global communities all around the world.

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Section: Discussionmentioning

confidence: 99%

Section: Philosophy-based Language Teaching: a New Approach To Tementioning

confidence: 99%

See 1 more Smart Citation

Philosophy-based Language Teaching Approach on the Horizon: A Revolutionary Pathway to Put Applied ELT into Practice

Dabbagh¹,

Noshadi²

2016

JLTR

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“…On affective aspects, it was found that university students have negative attitudes towards answering higher-order questions in a teacher-led setting since they lack the confidence to speak English and it can be difficult for them to thinking critically in front of the class (Tan, 2007). Yet, research has shown that integrating thinking into L2 instruction can motivate students to take risks (Shahini & Riazi, 2011), enhance students' attitudes towards learning and decrease their language-use anxiety (Zhang, Anderson, & Nguyen-Jahiel, 2013), and arouse interest in learning with better interaction (Yang & Gamble, 2013). In particular, students with high positive attitudes towards the thinking tasks improve their L2 oral production (Dörnyei & Kormos, 2000).…”

Section: Thinking Skills and L2 Studiesmentioning

confidence: 99%

Integrating Thinking into L2 Learning: What do We Learn from Students’ Learning Experience

Chen

2017

TPLS

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Abstract-This study conducted a higher-order thinking approach in the L2 classroom and examined students' attitudes towards and perceptions of learning with high cognitive thinking. Teaching higher-order thinking is essential for learning and teachers are encouraged by education authorities to integrate high cognitive thinking into teaching. Yet, little is known about the extent to which students who are used to learning with lower-order thinking skills like reciting and comprehension in the L2 classroom can adapt to learning using higher-order thinking. This paper addresses this issue by exploring students' attitudes towards and perceptions of the importance of thinking in L2 learning and how it impacts on learning through the analysis of data collected from a case study design, including 40 self-completed questionnaires and semi-structured interviews with 16 students. This study shows that three-quarters of the students hold positive attitudes towards learning using higher-order thinking, and such learning facilitated their learning performance and learning behavior, while one quarter resisted. The findings of the study reflect on teaching higher-order thinking, and provide recommendations for integrating thinking skills into L2 teaching.

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“…Many researchers have made a great deal of efforts to find out the magic strategies to improve the students' speaking skill, for examples studies conducted by [19], [10,16,29], which had contributed several ways of teaching speaking. However, it seems too difficult to get the best strategy for every learning situation, therefore the search for the best way of teaching is continually carried out by the language education researchers.…”

Section: Introductionmentioning

confidence: 99%

Enhancing The EFL Learners’ Speaking Skill Through Folktales Based Instruction

Mantra

Maba

2018

SHS Web Conf.

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Abstract. This present research was conducted to improve the EFL learners' speaking skill through the implementation of Folktales Based Instruction. Consequently this study was intended to explore the valuable usefulness of folktales based instruction implemented intensively in EFL classroom. The subject of the present study consisted of 30 EFL adult learners. The study was conducted in two consecutive cycles in which two learning sessions were carried out for each cycle. The tea ching sessions were str ongly focused on the learners' active engagement in various communicative classroom activities to ensure that the learners gain higher level of speaking ability. The research result showed that the learners' speaking skill improved significantly in the second cycle compared to the first cycle. The questionnaire result also showed that the learners strongly enjoyed learning speaking through the integration of folktales based instruction.Therefore it is recommended that teachers should consider utilizing folktales based instruction in teaching speaking skill.

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A PBLT approach to teaching ESL speaking, writing, and thinking skills

Cited by 29 publications

References 3 publications

Philosophy-based Language Teaching Approach on the Horizon: A Revolutionary Pathway to Put Applied ELT into Practice

Philosophy-based Language Teaching Approach on the Horizon: A Revolutionary Pathway to Put Applied ELT into Practice

Integrating Thinking into L2 Learning: What do We Learn from Students’ Learning Experience

Enhancing The EFL Learners’ Speaking Skill Through Folktales Based Instruction

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