Promoting Critical Thinking Skills in an Online EFL Environment

Akatsuka, Yuya

doi:10.25256/paal.24.2.5

Cited by 6 publications

(6 citation statements)

References 15 publications

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“…Such feedback has potentially enhanced the critical thinking skills of the students'' (diary entry, 4). This finding is consistent with Akatsuka's (2020) research, which suggests that online EFL classes that incorporate interactive activities designed for the online learning environment can promote critical thinking among students.…”

Section: Opportunities Of Vc-based Efl Teachingsupporting

confidence: 91%

Human, Technologies and Quality of Education, 2023

2023

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The aim of the study was to explore social measurements and COVID-19 -related behavioral choices from a network structure perspective. We tested network models by comparing network structures in 46 countries by cultural dimensions (Hofstede et al., 2010). The pre-registered hypothesis was that the network structure of variables predicting COVID-19-related behavioral choices will be robust across countries, regardless of the mean differences of these variables between countries characterized by high vs low culture dimension indices. Behavioural choices toward COVID-19 situation were: physical hygiene, policy support, and physical contact. In network analysis we used several social/psychological constructs: social belonging, trait optimism, collective narcissism, moral identity, self-esteem, national identification, trait self-control, morality as cooperation, conspiracy beliefs, political ideology, and narcissism. We analysed twelve conditions based on dichotomized culture dimensions (high vs. low Power distance, Individualism, Masculinity, Uncertainty avoidance, Long-term orientation, and Indulgence) across demographics (e.g., age, gender). We conducted network structure analysis using high-dimensional undirected graph estimation with glasso procedure splitting the data by culture dimensions in total with N = 40 795 individuals. The study findings indicated that the network models were fairly consistent across cultures with different scores on each of Hofstede's six cultural dimensions. This similarity reflects the previous studies in terms of the stability of associations between variables regardless of sex, age, and political beliefs.

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Section: Opportunities Of Vc-based Efl Teachingsupporting

confidence: 91%

Human, Technologies and Quality of Education, 2023

2023

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“…There are many studies conducted to evaluate critical thinking teaching approaches, to see how critical thinking affects students' language skills, and to determine the perspectives of teachers and students (Marin and Pava, 2017;Rouijel and Bouziane, 2020;Veliz and Veliz-Campos, 2019). The results of many of these studies have revealed that critical thinking, which is seen as a necessary skill by both students and teachers, helps students improve their listening (Shahani, Chalak and Tabrizi, 2020), speaking (Akatsuka, 2019), reading (Heidari, 2020) and writing (Akatsuka, 2020;Zhang, 2018) skills (Veliz and Veliz-Campos, 2019). Moreover, students can easily see the positive effects of critical thinking skills on their social life when they participate in a discussion or read the news (Tanaka and Gilliland, 2017) in their educational or daily life, and this skill makes students more autonomous (Marin and Pava, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…Historically speaking, the Critical Thinking Movement started with the concern about the incompetence of American students to transfer what they learned in school to their real-life problems (Paul and Binker, 1990 as cited in Ghanizadeh, Al-Hoorie and Jahedizadeh, 2020) and critical thinking has been an important topic in education since the1960s (Ghanizadeh et al, 2020). There are numerous studies done to evaluate CT teaching approaches, to see how CT affects learners' language skills, to identify teachers'/learners' perceptions (Marin and Pava, 2017;Rouijel and Bouziane, 2020;Veliz and Veliz-Campos, 2019) and results of many studies show that CT is considered as an essential skill by both teachers and learners (Veliz and Veliz-Campos, 2019), it helps students to improve their listening (Shahanı, Chalak and Tabrızı, 2020), speaking (Akatsuka, 2019), reading (Heidari, 2020) and also writing (Zhang, 2018;Akatsuka, 2020) skills. Moreover, learners can easily see the benefits of CT in their social life while having discussions or reading news (Tanaka and Gilliland, 2017) and it makes learners more autonomous (Marin and Pava, 2017).…”

Section: Introductionmentioning

confidence: 99%

EFL Bağlamında Öğrencilerin Eleştiryel Düşünme Becerilerini Geliştirmenin Zorlukları ve Stratejileri: Sistematik İnceleme

BEKCAN

2023

INESJOURNAL

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This article reviewed studies on the challenges of integrating critical thinking (CT) in ELT classes and strategies to overcome the difficulties related to critical thinking skills in ELT. For this purpose, 26 articles published between 2017 and 2022 were analyzed and qualitative data analysis was used to determine the main themes. The results revealed that students' limited linguistic and cognitive abilities, their previous learning experiences, and cultural backgrounds were the main challenges reported alongside teachers' unfamiliarity with CT, limited teaching time, schools' curriculums, and teaching materials. To deal with these challenges questioning strategies, embedding English literature into the EFL classes, teaching methodologies like project-based learning and cooperative learning and some reflective tasks were found helpful.

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“…These earlier studies' findings indicated that digital storytelling might successfully encourage critical thinking abilities. A number of previous research, including those involving online and blended courses (Akyol & Garrison, 2011), an intelligent learning system (Chen & Hu, 2018), and an online EFL course (Akatsuka, 2020), examined the use of online courses to promote critical thinking abilities in ELT. The findings of these research studies consistently revealed that attending online courses provided a significant positive impact on developing particular critical thinking abilities, specifically integration, interpretation, and inference.…”

Section: Research On Technology Integration To Promote Critical Think...mentioning

confidence: 99%

Exploring EFL University Teachers’ Technology Integration to Promote Thai EFL University Students’ Critical Thinking Skills

Rungsawang,

Pookcharoen

2023

ELT

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The purpose of the study was to investigate EFL university teachers' lived experiences with technology integration in order to foster critical thinking skills among Thai EFL university students. To explore teachers’ experiences, a phenomenological qualitative research approach was implemented. There were 16 EFL university teachers who were purposefully selected to participate in the study because they could provide valuable experiences relating to utilizing technologies to foster critical thinking skills in English language classrooms. Phenomenological semi-structured interviews and class observations were used to elicit teachers' experiences. The field notes obtained from the class observations were organized, and the data derived from the interviews were transcribed. The significant statements relating to promoting critical thinking skills through the use of technology in English language instruction were highlighted, and those statements were clustered into different units of meanings or themes. The findings revealed that utilizing different technologies to conduct English language learning activities encouraged specific aspects of critical thinking skills, namely exploring additional information, sharing thoughts and perspectives, analyzing information, and giving reasons to strengthen opinions. Additionally, by integrating a range of technology, those aspects of critical thinking abilities were promoted in specific English language skills. Further findings of the study regarding problems and their solutions for implementing technologies to promote critical thinking skills in English classrooms were discussed later.

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Promoting Critical Thinking Skills in an Online EFL Environment

Cited by 6 publications

References 15 publications

Human, Technologies and Quality of Education, 2023

Human, Technologies and Quality of Education, 2023

EFL Bağlamında Öğrencilerin Eleştiryel Düşünme Becerilerini Geliştirmenin Zorlukları ve Stratejileri: Sistematik İnceleme

Exploring EFL University Teachers’ Technology Integration to Promote Thai EFL University Students’ Critical Thinking Skills

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