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CRITICAL THINKING SKILLS FOR ENGLISH LANGUAGE CLASSROOMS AT THE UNIVERSITY LEVEL
Corresponding Author(s) : Anila Fatima Shakil
Humanities & Social Sciences Reviews,
Vol. 9 No. 2 (2021): March
Abstract
Purpose of the study: The purpose of this study was to critically analyze the effectiveness of critical thinking skills in teaching the English language at the university level to non-native speakers of English. The study further analyzed the performance measured by a test of two groups of English language learners that were independent and controlled groups.
Methodology: The study analyzed the performance measured by a test of two groups of English language learners that were independent and controlled groups. of BSII. For this purpose, an aptitude test was designed and served to sixty students grouped as group A and group B. Both groups have thirty students. According to the paradigm of the study, the independent samples t-test proved to be the most appropriate statistical test.
Main Findings: It was concluded that incorporating critical thinking skills would be able to improve English language learning among students at the tertiary level. It was recommended that teachers' training workshops should be arranged for English language teachers, so that they may enhance their knowledge about teaching critical thinking.
Applications of the study: Critical thinking skill is directly relevant to the instructional objectives and English language teaching. The purpose of this study was to critically analyze the effectiveness of critical thinking skills in teaching the English language at the university level.
Novelty/Originality of the study: Research in the field of English language learning in non-native English speakers’ countries is always rewarding.
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- Anil, B. (2017). Applying innovative teaching methods in a second language classroom. International Journal of Research in English Education, 1(1), 1–9. https://doi.org/10.18869/acadpub.ijree.2.2.1 DOI: https://doi.org/10.18869/acadpub.ijree.2.2.1
- Anthony, E. M. (1963). Approach, method, and technique. ELT Journal, 17(2), 63–67. https://doi.org/10.1 093/elt/XVII.2.63 DOI: https://doi.org/10.1093/elt/XVII.2.63
- Arif, A., Junaid, S. S., & Niazi, S. (2021). Effective teaching methodology for teaching English as a second language at tertiary level. Pakistan Journal of Educational Research, 4(4). https://doi.org/10.52337/pjer.v4i4.346 DOI: https://doi.org/10.52337/pjer.v4i4.346
- Awan, A. G., & Shafi, M. (2016). Analysis of teaching methods of English language at government secondary school level in D.G. Khan city-Pakistan. Global Journal of Human-Social Science (G), 16(8), 35–42.
- Chien, C. (2014) Analysis of EFL teaching Methods for Taiwan University Students. Journal of Language Teaching and Research, 5(5), 985-993. https://doi.org/10.4304/jltr.5.5.985-993 DOI: https://doi.org/10.4304/jltr.5.5.985-993
- Davidson, B. W. (1998). Comments on Dwight Atkinson's "A critical approach to critical thinking in TESOL": A case for critical thinking in the English language classroom. TESOL Quarterly, 32(1), 119–123. https://doi.or g/10.2307/3587906 DOI: https://doi.org/10.2307/3587906
- Dornyei, Z., & E, U. (2011). Teaching and researching motivation (2nd ed.). Pearson.
- Ellis, R. (2012). Language teaching research and language pedagogy. John Wiley and Sons . https://doi.org/10.1002/9781118271643 DOI: https://doi.org/10.1002/9781118271643
- Gibbons, A. (2016). Multimodality, cognitive poetics, and genre: Reading Grady Hendrix’s novel Horrorstör. Multimodal Communication, 5(1), 15–29. https://doi.org/10.1515/mc-2016-0008 DOI: https://doi.org/10.1515/mc-2016-0008
- Harizaj, M., & Hajrulla, V. (2017). Fostering learner’s critical thinking skills in EFL: Some practical activities. European Scientific Journal, 13(29), 126–133. https://doi.org/10.19044/esj.2017.v13n29p126 DOI: https://doi.org/10.19044/esj.2017.v13n29p126
- Harmer, J. (2007). How to teach English (2nd ed.). Pearson Education Limited. https://www.academia.ed u/29550207/How_to_Teach_English_2nd_Edition_Jeremy_Harmer
- Hattie, J. (2012). Visible learning for teachers maximizing impact on learning. Routledge. https://doi.org /10.4324/9780203181522
- Hussain, H., Inamullah, H., Din, M. N., & Hifazatullah, H. (2009). Role of the direct teaching method in the academic achievement of students in English at the secondary level. Journal of College Teaching and Learning, 6(4), 69–72. https://doi.org/10.19030/tlc.v6i4.1157 DOI: https://doi.org/10.19030/tlc.v6i4.1157
- Killen, R. (2009). Effective teaching strategies: Lessons from research and practices (5th ed.). Cengage Learning Australia.
- Lam, C.-M. (2020). Fostering critical thinking and English proficiency through philosophy in ESL classrooms. Schools, 17(2), 255–270. https://doi.org/10.1086/710946 DOI: https://doi.org/10.1086/710946
- Mackey, A., & Gass, S. M. (2011). Second language research: Methodology and research. Routledge. https://doi.org/10.1002/9781444347340.ch1 DOI: https://doi.org/10.1002/9781444347340.ch1
- Niazi, S. (2020). A Critical Study About the Effects of Bloom’s Taxonomy in the Context of English Language Teaching at University Level (Doctoral dissertation, Jinnah University for Women). Available from ProQuest Dissertations & Theses Global. (2583093594). Retrieved from https://www.proquest.com/dissertations-theses/critical-study-about-effects-bloom-s-taxonomy/docview/2583093594/se-2
- Niazi ,S. Lodhi, F. A., Mahmood ,H. (2021). A critical study about the effects of Bloom’s taxonomy in the context of English language teaching at university level. Pakistan Journal of Educational Research, 4(2). https://doi.org/10.5 2337/pjer.v4i2.178
- Rahman, S. A., & Manaf, N. A. (2017). A critical analysis of Bloom’s taxonomy in teaching creative and critical thinking skills in Malaysia through English literature. English Language Teaching, 10(9), 245–256. https://doi.org/10.5539/elt.v10n9p245 DOI: https://doi.org/10.5539/elt.v10n9p245
- Stahl, S. A., & Murray, B. A. (1994). Defining phonological awareness and its relationship to early reading. Journal of Educational Psychology, 86(2), 221–234. https://doi.org/10.1037/0022-0663.86.2.221 DOI: https://doi.org/10.1037/0022-0663.86.2.221
- Taralunga, T. E. (2006). Concepts on the methodology of Teaching English. The Economic Journal of Takasaki City University of Economics, 48(3), 169–188.
- Tare, N. A. (2016). Effective methods of teaching and learning English as the second language (E2L). Epitome: International journal of Multidisciplinary Research, 2(12), 45–49.
- Thomson, N. (2012). Language teaching strategies and techniques used to support students learning in a language other than their mother tounge [Report]. Kongsberg International School.
- Ugli, M. K., & Qizi, A. D. (2020). Raising English learning awareness of students whose specialties' are non-linguistic. Science and Education, 1(3), 540–544.
- Vdovina, E., & Gaibisso, L. C. (2013). Developing critical thinking in the English language classroom: A lesson plan. ELTA journal, 1(1), 54–68.
References
Anil, B. (2017). Applying innovative teaching methods in a second language classroom. International Journal of Research in English Education, 1(1), 1–9. https://doi.org/10.18869/acadpub.ijree.2.2.1 DOI: https://doi.org/10.18869/acadpub.ijree.2.2.1
Anthony, E. M. (1963). Approach, method, and technique. ELT Journal, 17(2), 63–67. https://doi.org/10.1 093/elt/XVII.2.63 DOI: https://doi.org/10.1093/elt/XVII.2.63
Arif, A., Junaid, S. S., & Niazi, S. (2021). Effective teaching methodology for teaching English as a second language at tertiary level. Pakistan Journal of Educational Research, 4(4). https://doi.org/10.52337/pjer.v4i4.346 DOI: https://doi.org/10.52337/pjer.v4i4.346
Awan, A. G., & Shafi, M. (2016). Analysis of teaching methods of English language at government secondary school level in D.G. Khan city-Pakistan. Global Journal of Human-Social Science (G), 16(8), 35–42.
Chien, C. (2014) Analysis of EFL teaching Methods for Taiwan University Students. Journal of Language Teaching and Research, 5(5), 985-993. https://doi.org/10.4304/jltr.5.5.985-993 DOI: https://doi.org/10.4304/jltr.5.5.985-993
Davidson, B. W. (1998). Comments on Dwight Atkinson's "A critical approach to critical thinking in TESOL": A case for critical thinking in the English language classroom. TESOL Quarterly, 32(1), 119–123. https://doi.or g/10.2307/3587906 DOI: https://doi.org/10.2307/3587906
Dornyei, Z., & E, U. (2011). Teaching and researching motivation (2nd ed.). Pearson.
Ellis, R. (2012). Language teaching research and language pedagogy. John Wiley and Sons . https://doi.org/10.1002/9781118271643 DOI: https://doi.org/10.1002/9781118271643
Gibbons, A. (2016). Multimodality, cognitive poetics, and genre: Reading Grady Hendrix’s novel Horrorstör. Multimodal Communication, 5(1), 15–29. https://doi.org/10.1515/mc-2016-0008 DOI: https://doi.org/10.1515/mc-2016-0008
Harizaj, M., & Hajrulla, V. (2017). Fostering learner’s critical thinking skills in EFL: Some practical activities. European Scientific Journal, 13(29), 126–133. https://doi.org/10.19044/esj.2017.v13n29p126 DOI: https://doi.org/10.19044/esj.2017.v13n29p126
Harmer, J. (2007). How to teach English (2nd ed.). Pearson Education Limited. https://www.academia.ed u/29550207/How_to_Teach_English_2nd_Edition_Jeremy_Harmer
Hattie, J. (2012). Visible learning for teachers maximizing impact on learning. Routledge. https://doi.org /10.4324/9780203181522
Hussain, H., Inamullah, H., Din, M. N., & Hifazatullah, H. (2009). Role of the direct teaching method in the academic achievement of students in English at the secondary level. Journal of College Teaching and Learning, 6(4), 69–72. https://doi.org/10.19030/tlc.v6i4.1157 DOI: https://doi.org/10.19030/tlc.v6i4.1157
Killen, R. (2009). Effective teaching strategies: Lessons from research and practices (5th ed.). Cengage Learning Australia.
Lam, C.-M. (2020). Fostering critical thinking and English proficiency through philosophy in ESL classrooms. Schools, 17(2), 255–270. https://doi.org/10.1086/710946 DOI: https://doi.org/10.1086/710946
Mackey, A., & Gass, S. M. (2011). Second language research: Methodology and research. Routledge. https://doi.org/10.1002/9781444347340.ch1 DOI: https://doi.org/10.1002/9781444347340.ch1
Niazi, S. (2020). A Critical Study About the Effects of Bloom’s Taxonomy in the Context of English Language Teaching at University Level (Doctoral dissertation, Jinnah University for Women). Available from ProQuest Dissertations & Theses Global. (2583093594). Retrieved from https://www.proquest.com/dissertations-theses/critical-study-about-effects-bloom-s-taxonomy/docview/2583093594/se-2
Niazi ,S. Lodhi, F. A., Mahmood ,H. (2021). A critical study about the effects of Bloom’s taxonomy in the context of English language teaching at university level. Pakistan Journal of Educational Research, 4(2). https://doi.org/10.5 2337/pjer.v4i2.178
Rahman, S. A., & Manaf, N. A. (2017). A critical analysis of Bloom’s taxonomy in teaching creative and critical thinking skills in Malaysia through English literature. English Language Teaching, 10(9), 245–256. https://doi.org/10.5539/elt.v10n9p245 DOI: https://doi.org/10.5539/elt.v10n9p245
Stahl, S. A., & Murray, B. A. (1994). Defining phonological awareness and its relationship to early reading. Journal of Educational Psychology, 86(2), 221–234. https://doi.org/10.1037/0022-0663.86.2.221 DOI: https://doi.org/10.1037/0022-0663.86.2.221
Taralunga, T. E. (2006). Concepts on the methodology of Teaching English. The Economic Journal of Takasaki City University of Economics, 48(3), 169–188.
Tare, N. A. (2016). Effective methods of teaching and learning English as the second language (E2L). Epitome: International journal of Multidisciplinary Research, 2(12), 45–49.
Thomson, N. (2012). Language teaching strategies and techniques used to support students learning in a language other than their mother tounge [Report]. Kongsberg International School.
Ugli, M. K., & Qizi, A. D. (2020). Raising English learning awareness of students whose specialties' are non-linguistic. Science and Education, 1(3), 540–544.
Vdovina, E., & Gaibisso, L. C. (2013). Developing critical thinking in the English language classroom: A lesson plan. ELTA journal, 1(1), 54–68.