Tipo: artículo

Metodología: estudio empírico

Temas: pensamiento crítico

Resumen:

Focusing on multiple intelligence (MI) and critical thinking (CT), which are often thought to be the important factors in improving second language (L2) learners’ skills, has been the major concern of researchers in recent decades. This study investigated the (possible) relationship among MI, CT, and Iranian English as a foreign language (EFL) learners’ speaking skill. Seventy intermediate participants were chosen from Shahrekord University, Iran, and a language institute in Yazd, Iran. To identify the participants’ MI profiles, the Persian translation of McKenzie’s MI Inventory Questionnaire was administered to the participants. Also, to determine the participants’ CT, the Persian translation of California CT Skill Test was used. Thereafter, the participants’ speaking skill was measured by the IELTS (International English Language...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: AICLE/CLIL

Resumen:

Exploratory talk is increasingly recognized in formal education for its role in enhancing students’ critical thinking and literacy skills, which are crucial for quality education both within and beyond school contexts. However, research shows that students often lack opportunities for inquiry-based learning and rarely receive explicit guidance on using language for reasoning, particularly in second language (L2) learning environments. Understanding how students engage in this complex function and effectively promoting it in L2 subject contexts remains a challenge. This study introduces an operational framework for the function of ‘explore’, based on L2 learning and socio-cultural theories and Dalton-Puffer’s construct of cognitive discourse functions (CDFs). It provides both quantitative and qualitative insights into how secondary-...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: pensamiento crítico

Resumen:

Critical thinking and second language (L2) critical writing are very important for students at the tertiary level. However, applied linguistics and L2 acquisition research has mostly focused on linguistic knowledge development. Second language research has yet given scarce attention for examining the development of critical thinking and critical writing. This article explores the impact of critical analysis based on augmented reality (AR) technology on developing critical thinking and critical writing. Two groups of L2 undergraduates (n = 120) participated in this study. The experimental group used critical analysis based on AR, and the control group used online instruction based on a learning management system without AR. The findings showed that the experimental group outperformed the control group in critical thinking and writing....

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: aprendizaje basado en proyectos

Resumen:

Developing critical thinking skills (CTS) and reading comprehension ability (RCA) is crucial for English as a foreign language (EFL) learners, yet many struggle with these cognitive competencies. Although project-based learning (PBL) has been widely recognized for its pedagogical benefits, existing research has primarily focused on quantitative evidence of its effectiveness, with limited understanding of the underlying mechanisms through which PBL fosters these skills. Moreover, few studies have explored how PBL supports CTS and RCA development in Chinese college EFL contexts. To address these gaps, this study explores how PBL facilitates the development of CTS and RCA by employing a qualitative case study approach. Data were collected through in-depth interviews, classroom observations, and journals. Purposive sampling with maximum...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: formación de profesores

Resumen:

This article reports a classroom-based inquiry in which a group of pre-service language teachers were guided to engage in a lesson study project focusing on the incorporation of the framework of big ideas into language teaching. Specifically, the study zooms in on the student teachers’ exercise and development of critical thinking (CT) through the lesson study process. Relying on data from semi-structured interviews and classroom artifacts, the findings reveal that the introduction of big ideas in lesson study served as a crucial knowledge base for the participants’ pedagogical sense-making, thus contributing to their CT. The process of lesson study, characterized by a progressive structure, tailored scaffolding, and constructive feedback, also facilitated their development of CT skills and dispositions, which in turn contributed to...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

This action research study explored the influence of questioning strategies on fostering critical thinking in English as a foreign language (EFL) classrooms among Arabic-speaking elementary students in the Arab sector in Israel. Unlike previous studies that either describe questioning patterns or provide experimental interventions, the study described here uniquely integrates action research with conversation analysis (CA), offering both a reflective teaching framework and a rigorous discourse-analytic lens. Using an action research approach combined with CA, the research examined teacher–student interactions in two sixth-grade EFL classes over a 4-month period. Data were collected from recorded classroom lessons and analyzed to identify how different types of questions shape students’ responses and promote critical thinking. The...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: competencia digital

Resumen:

Texto completo

This article proposes the use of a textual analysis technique involving the recognition of linguistic implicitness to promote Critical Digital Literacy (CDL) in the English as a foreign language (EFL) classroom. The technique, called Implicit Content Extraction (ICE), allows for the detection and analysis of (non- bona fide ) presuppositions, thus enabling students to identify how much and what potentially manipulative information is being conveyed in a text. ICE has been tested on ready-to-use communicative materials. The materials were evaluated by EFL teachers ( N = 10) who participated in a semi-structured interview. The analysis shows a positive reception of the materials, which meet the...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Texto completo

The widespread availability of generative artificial intelligence tools has had a dramatic effect on language education, transforming how we think about and go about writing. This includes ‘multimodal composing’, which combines moving image, soundtrack, speech, and on-screen writing in digital communication. In this article, we focus on the potentials and pitfalls of generative artificial intelligence in a pedagogy of digital multimodal composing. The article aims to explore how the affordances and constraints of generative artificial intelligence tools powerfully shape the multimodal composing process in a way that enables or constrains individual agency, creativity, and criticality; and...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: competencia intercultural

Resumen:

This article addresses visual literacy as a crucial competence for fostering intercultural literacy and intercultural dialogue. Visual literacy has been defined as a combination of skills needed to interpret the meaning of images, latent reasons behind their making and their impact on audiences. Individuals need to develop such skills to critically read the ‘vocabulary’ (content) and ‘grammar’ (composition) of images they are constantly flooded with to fully understand and appreciate the underlying meaning of visual representations of their own culture and other cultures, as well as the people belonging to different cultural groups. The Council of Europe’s Autobiography of Intercultural Encounters through Visual Media (AIEVM) has been designed to promote interculturality through the reflection on the other, as portrayed in visuals. By...

Ver ficha completa