Iranian EFL Teachers' and Learners' Perceptions of the Principles of Critical Thinking: A Constructivist Grounded Theory Study

Autor/inn/en	Sadeghi, Fatemeh; Adel, Seyyed Mohammad Reza; Zareian, Gholamreza; Davoudi, Mohammad
Titel	Iranian EFL Teachers' and Learners' Perceptions of the Principles of Critical Thinking: A Constructivist Grounded Theory Study
Quelle	In: Iranian Journal of Language Teaching Research, 8 (2020) 2, S.63-81 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2322-1291
Schlagwörter	Foreign Countries; Second Language Instruction; Second Language Learning; English (Second Language); English Teachers; Teacher Attitudes; Student Attitudes; Critical Thinking; Teaching Methods; Skill Development; Problem Solving; Discussion (Teaching Technique); Student Research; Creative Writing; Group Discussion; Reading; Instructional Materials; Iran + Suchen Sie Ihr Suchwort? Ausland; Fremdsprachenunterricht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Schülerverhalten; Kritisches Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Problemlösen; Studentenforschung; Kreatives Schreiben; Gruppendiskussion; Leseprozess; Lesen; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	The purpose of this qualitative study was to investigate the perception of EFL teachers and learners on the fundamental principles and constructs of critical thinking, the main characteristics of a critical thinker, and strategies for reinforcing critical thinking ability. Semi-structured interviews with eight EFL teachers and ten learners, who were theoretically sampled from three different contexts of public, private, and seminary schools in Sabzevar and Qom, Iran, were conducted using the constructivist grounded theory methodology (Charmaz, 2008). Using the MAXQDA software version 12, the data were analyzed based on the three levels of the open, axial, and selective coding of grounded theory. A model of critical thinking was proposed with ELT teachers' and learners' awareness as the core category and the characteristics of a critical thinker and strategies for reinforcing critical thinking ability as sub-categories. The results of the study revealed several pedagogical implications for EFL teachers to help their learners develop critical thinking skills, for EFL learners to think more deeply, solve problems better, communicate and collaborate more effectively, and for curriculum developers and syllabus designers to put certain critical thinking activities in textbooks and support in-service classes for teachers. (As Provided).
Anmerkungen	Urmia University Press. Faculty of Literature and Humanities, Urmia, 165, Iran; Tel: +98-44-32752741; Fax: +98-44-32752746; e-mail: info@urmia.ac.ir; Web site: http://ijltr.urmia.ac.ir/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01