The Investigation on Critical Thinking Ability in EFL Reading Class

Jie, Zhou; Jiang, Yuhong; Yao, Yuan

doi:10.5539/elt.v8n1p83

Cited by 14 publications

(15 citation statements)

References 4 publications

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“…In the realm of EFL, reading is regarded as one of the key skills in learning. However, the attempts to apply the efficient skills for the English language in national curricula among non-Anglophone countries seem vulnerable, due to a wide range of sociocultural issues (Zhao & Zhu, 2012;Shaaban, 2014;DeWaelsche, 2015;Djamàa, 2016), not to mention the important influence of teachers in English classrooms and learning assessment (Fahim & Sa'eepour, 2011;DeWaelsche, 2015;Zhou et al, 2015;Djamàa, 2016).…”

Section: Background In Thai Efl Readingmentioning

confidence: 99%

Fostering Metacognitive Reading Strategies in Thai EFL Classrooms: A Focus on Proficiency

Seedanont¹,

Pookcharoen²

2019

ELT

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EFL readers tend to experience a number of challenges while learning, due to a number of factors that affect how these readers achieve their learning goals. Metacognitive strategies, referring to one’s deliberate, goal-directed control over cognitive enterprises, are considered crucial for assisting EFL learners to be able to accomplish comprehension while reading. Previous studies have enriched the knowledge of metacognitive reading strategies in EFL settings. However, only few investigations yielded statistically significant effects on learners’ reading performance. This present study hence foresees an opportunity to shed new light on this issue by focusing on EFL learners’ proficiency. The objectives of this research are twofold: exploring the effects of the metacognitive strategy instruction on the strategy awareness, and perceiving the effects of the instruction on the reading performance in taking a standardized test. Forty-three students enrolling in a private male school in Bangkok, Thailand participated in the study, lasting ten weeks. A wide range of research tools were administered: SORS, IELTS reading test, and lesson plans. The findings suggested that the students’ awareness of reading strategies used in terms of sub-categories and IELTS reading test score improved with statistical significance. Pedagogical implications and suggestions for future research studies are discussed based on the findings.

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Section: Background In Thai Efl Readingmentioning

confidence: 99%

Fostering Metacognitive Reading Strategies in Thai EFL Classrooms: A Focus on Proficiency

Seedanont¹,

Pookcharoen²

2019

ELT

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“…Consequently, EFL directors, scholars and editors are impelling teachers to foster these skills in their lessons, specially, critical thinking. CT is regarded as one of the most essential and crucial factors of success in the 21st century (Zhou, Jiang, & Yao, 2015). However, it seems that the term has also become a buzzword, or at least a confusing concept among educators, since, as Facione (2011) states, "at one level we all know what critical thinking means -it means good thinking, almost the opposite of illogical, irrational thinking.…”

Section: Introductionmentioning

confidence: 99%

Conceptions of Critical Thinking from University EFL Teachers

Marin¹,

Pava²

2017

ELT

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Critical Thinking has become an educational and social ideal. English as a Foreign Language (EFL) teaching has not been apart from the discussion on the importance of implementing Critical Thinking into the educational process. However, research on Critical Thinking has broadly been carried out in other fields of knowledge rather than in EFL. Therefore, this study aimed to comprehend the conceptions university English teachers had about Critical Thinking in order to get a wider understanding on the way it has been conceived in EFL in relation to its concept, traits, promotion and assessment. Content Analysis, as a qualitative process of analysis and source of information, interpretations and conclusions, was the method adopted. The software Atlas.ti was the tool implemented to analyze the information. The results revealed that there is some agreement on the conception of Critical Thinking as a set of cognitive skills for problem-solving and reflective learning. Nevertheless, EFL teachers brought about their deficiency in understanding on what Critical Thinking entails. Thus, they emphasized the need of training on topics such as teaching, learning, didactics, methodology, strategies and resources to foster Critical Thinking in EFL. Based on teachers' participation in this study and the literature consulted, it was concluded that Critical Thinking in EFL is compound of communicative competence, creativity, argumentation, problem-solving, decision-making, autonomous learning, metacognition and emotions.

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“…While in reading, the examples of inference are constructing meaning from the elements in reading, predicting from the title or subtitles, understanding the implicit conclusions, etc. (Putri, 2014;Jie, Yuhong and Yuan, 2014).…”

Section: Critical Thinking Skills Used Among University Students In Reading Comprehensionmentioning

confidence: 99%

Critical Thinking Skills Used Among University Students in Reading Comprehension

Muslem¹,

Usman²,

Fitriani³

et al. 2017

Anatolian Journal of Education

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The objective of this study was to investigate the frequencies of using critical thinking in reading among university students namely; interpretation, analysis, evaluation, inference, explanation, and self-regulation. The quantitative method was used in this study. The respondents of this study were 100 second year undergraduate students of Ar-raniry State Islamic University, Banda Aceh. The data needed for the study were collected through a set of questionnaire. The data collected were analyzed quantitatively in the form of percentages. The results showed that inference was the critical thinking skill mostly about 54% of students used in reading comprehension. In addition, the next types of critical thinking skills used by students in order were analysis, explanation, evaluation, interpretation, and self-regulation. Self-regulation was the least skill about 5% of them practised by students in reading comprehension. It indicated that the frequency of using critical thinking skills among university students were more on inference level in reading comprehension.

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The Investigation on Critical Thinking Ability in EFL Reading Class

Cited by 14 publications

References 4 publications

Fostering Metacognitive Reading Strategies in Thai EFL Classrooms: A Focus on Proficiency

Fostering Metacognitive Reading Strategies in Thai EFL Classrooms: A Focus on Proficiency

Conceptions of Critical Thinking from University EFL Teachers

Critical Thinking Skills Used Among University Students in Reading Comprehension

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