Can Thinking Be Taught? Linking Critical Thinking and Writing in an EFL Context

Autor/inn/en	Mehta, Sandhya Rao; Al-Mahrooqi, Rahma
Titel	Can Thinking Be Taught? Linking Critical Thinking and Writing in an EFL Context
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 46 (2015) 1, S.23-36 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688214555356
Schlagwörter	Critical Thinking; Case Studies; English (Second Language); Second Language Learning; Second Language Instruction; Qualitative Research; College Students; Literature; Majors (Students); Teaching Methods; Writing (Composition); Oral Language; Written Language; Skill Development; Academic Discourse; Foreign Countries; Transfer of Training; Assignments; Essays; Oman + Suchen Sie Ihr Suchwort? Kritisches Denken; Case study; Fallstudie; Case Study; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Qualitative Forschung; Collegestudent; Literatur; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibübung; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; Kompetenzentwicklung; Qualifikationsentwicklung; Discourse; Diskurs; Ausland; Training; Transfer; Ausbildung; Assignment; Auftrag; Zuweisung; Essay; Aufsatzunterricht
Abstract	While thinking critically is often perceived to be the primary purpose of reading, the question of whether it can actually be taught in classrooms has been extensively debated. This paper bases itself on a qualitative case study of university students completing a degree in English Language and Literature. It explores the way in which critical thinking can be taught in EFL contexts. The paper suggests that critical thinking is best defined as a series of skills which can be continuously worked upon by students for whom constant revision and application of these skills is a significant way of internalizing what has often been seen to be just an attitude or bent of mind. This skill is further enhanced when students get an opportunity to write on the areas which have been discussed in the class, particularly if they are of some relevance to the students' own contexts. Based on the open question format of Norris and Ennis (1989) and subsequent evaluation using the rubrics of McLaughlin and Moore (2012) which take into account the critical reading component in writing, this paper investigates the extent to which critical thinking could be enhanced through in-class social practices such as discussions and subsequent writing. The study concludes that continuous practice, both oral and written, provide opportunities for students to develop their critical thinking abilities as they become more successful in incorporating nuanced and critical ideas into their academic writings. This has implications for students' academic and personal achievements because, clearly, an inability to read critically will result in an inability to write insightfully. Various strategies are then suggested to facilitate learners' use of critical thinking skills so that they may successfully incorporate them into their writing, both in an academic context and as a life-long skill. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01