Perception of Instructors’ and Their Implementation of Critical Thinking within Their Lectures

Alandejani, Jehan

doi:10.29333/iji.2021.14424a

Cited by 5 publications

(2 citation statements)

References 18 publications

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“…One of the reasons was teachers' readiness to teach critical thinking skills to students (Ismail et al, 2019). Although teachers believed that they taught students critical thinking skills (Alandejani, 2021), the study did not describe how teachers developed students' critical thinking skills. In addition, students were documented to have better learning performance when higher-order thinking skills (HOTS) were explicitly explained to students (Nguyen & Nguyen, 2017).…”

Section: Introductionmentioning

confidence: 94%

Effects of Reflective Thinking On Deep Learning in Theoretical Linguistics Classes

Nhat,

2023

INT J INSTRUCTION

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It has been reported that some teachers mainly lectured while teaching online and students only listened and took notes. As a result, students did not develop highorder thinking skills. The study examined the effects of reflective writing, one of the deep learning approaches on students' learning outcomes. Participants were 103 undergraduate students studying phonetics and phonology at a private university in Vietnam. Students had to submit 481 reflective writings over a tenweek period and did the mid-term and final tests. Five students participated in semi-structured interviews. Findings showed that there was a positive correlation between the number of assignments and their mid-term and final scores. The group that completed more assignments had higher scores. The study also revealed the impact of reflective writings on students' retainment of the lesson content and utilization of higher-order thinking skills. The findings suggest some pedagogical implications for teachers to sustain students' deep learning.

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Section: Introductionmentioning

confidence: 94%

Effects of Reflective Thinking On Deep Learning in Theoretical Linguistics Classes

Nhat,

2023

INT J INSTRUCTION

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“…However, some researchers found that stakeholders considered college alumni to have shortcomings in critical thinking and problem-solving skills, even though they saw these skills as essential skills that students must have as provisions in living in society (Abidin, 2021). Many higher education institutions still focus on learning by rote methods rather than critical and innovative thinking (Alandejani, 2021).…”

Section: Introductionmentioning

confidence: 99%

Controversial Religious Issues for Improving Students Critical Thinking Skill in Higher Education

Muslimin¹,

Abidin²

2023

INT J INSTRUCTION

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This study investigates whether the application of controversial religious issues in learning impacts increasing students' critical thinking skills. The research conducted quasi-experimental research with a nonequivalent group design. The study applied to students in Malang Islamic University's third-seventh semester. Instruments for collecting the data are in the form of tests, and questionnaires are arranged in multiple-choice and essays conducted before and after treatment. Hypotheses were tested using two-way ANOVA in SPSS 20 version. This study found that implementing controversial religious issues in learning positively improved student critical thinking skills. However, differences in gender and semester groups do not affect differences in student achievement. The study implies that lecturers may apply the controversial religious issues method to students in higher education in any group of gender and semester. Mentally, higher education students are ready to discuss controversial religious issues that will affect students' critical thinking skills and student achievement.

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The influence of using instagram on EFL learners’ critical thinking in language institutes

Zalani,

Yousofi

2024

Smart Learn. Environ.

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This study examined the influence of using Instagram on EFL learners’ critical thinking in language institutes. The participants were 98 students (40 males and 58 females) studying English at three branches of a language institute in Iran who were 20–24 years old and shared the same L1 which was Persian. They were selected through purposive sampling. Their proficiency in English was checked by administering DIALANG. Based on their scores on DIALANG, two equal groups were formed as experimental and control. As the pretest, California Critical Thinking Skills Test and California Critical Thinking Disposition Inventory were utilised. Afterward, the experimental group were taught in class and via Instagram, while the control group were taught only in class without using Instagram. The treatment lasted for 12 weeks each week for two sessions each session for 2 h. Then the posttest, which included administering California Critical Thinking Skills Test and California Critical Thinking Disposition Inventory was administered. The two groups got nearly the same scores on the pretest which showed their same proficiency level, but, their performances on the posttest were significantly different and the experimental group performed much better than the control group. This study may have implications for teacher trainers, supervisors, teachers, and textbook writers.

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Perception of Instructors’ and Their Implementation of Critical Thinking within Their Lectures

Cited by 5 publications

References 18 publications

Effects of Reflective Thinking On Deep Learning in Theoretical Linguistics Classes

Effects of Reflective Thinking On Deep Learning in Theoretical Linguistics Classes

Controversial Religious Issues for Improving Students Critical Thinking Skill in Higher Education

The influence of using instagram on EFL learners’ critical thinking in language institutes

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