Critical Thinking as a Nourishing Interface to EFL Context in Higher Education

Autor/in	Petek, Elcin
Titel	Critical Thinking as a Nourishing Interface to EFL Context in Higher Education
Quelle	In: International Education Studies, 11 (2018) 5, S.1-13 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Critical Thinking; Second Language Learning; English (Second Language); Higher Education; Action Research; Student Attitudes; Questionnaires; Semi Structured Interviews; Thinking Skills; Language Skills; Student Improvement; Program Implementation; Undergraduate Students; Outcomes of Education; Qualitative Research; Statistical Analysis; Turkey + Suchen Sie Ihr Suchwort? Ausland; Kritisches Denken; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Hochschulbildung; Hochschulsystem; Hochschulwesen; Projektforschung; Schülerverhalten; Fragebogen; Denkfähigkeit; Language skill; Sprachkompetenz; Lernleistung; Schulerfolg; Qualitative Forschung; Statistische Analyse; Türkei
Abstract	As one of the renowned learning and innovation skills of 21st century, critical thinking (hereafter CT) has been studied in various fields of education. Contrary to expectations, the emphasis on the mutual link between CT and language learning in tertiary education is newly flourishing. That being the case, the awareness of English as a Foreign Language (hereafter EFL) learners regarding this close connection and how it affects their perceived language learning potential should be inquired and increased. Drawing on such need, this paper reports on the investigation of an action research implementation and its effects on the perceptions of EFL learners over a ten week period of CT integrated practice. Qualitative and quantitative analysis of the data collected through two CT tasks, open-ended questionnaires, and semi-structured interviews based on learners' logs revealed an unequivocal influence on the perspectives of EFL learners towards CT and language learning. The implementation also helped the learners improve their thinking and language skills. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01