Potential use of movies as teaching tool in English language classroom to encourage active participation and critical thinking / Agelyia A/P Murugan and Wan Noorli Razali (original) (raw)
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Critical Thinking (CT): Improving Speaking Skills in English Language Labs and Classrooms
Critical Thinking is a great concept for centuries together. It is a wide range of deep thinking and thought-provoking idea. It has been developing for the past 2,500 years. It is universally accepted that critical thinking has no particular scope to use its mammoth qualities in any field. It is applied and used in all fields. The Greek philosophers Socrates, Plato and Aristotle had started using Critical thinking in their teachings. Thinking is directly interlinked with speaking to be flawless and perfect speakers in English language, critical thinking hones, undoubtedly, speaking skills. It plays a significant and constructive role in education. Critical Thinking is not such an easy task; it is a meticulous and magnanimous task. Speaking plays, a prominent role in the defined four skills of English communication. Speaking is very indispensable in the modern and sophisticated world. Students do try to be good speakers in English language, but their analytical and evaluative skills are, unknowingly, paid deaf ear. Critical thinking makes students to speak effectively after analyzing and evaluating. English language labs are very good kind of arenas to develop their language abilities and traits. Critical thinking in language labs like CALL (Computer Assisted Language Learning) and ICS (Interactive Communicative Skills) will make students to observe meticulous ideology to speak freely and fluently. Critical thinking would create language platforms where learners imbibe sound vocabulary, flawless sentence constructions, understandability, interchangeability, effectiveness, analysis, elucidate and creative expressions. Critical thinking liberates learners from rote memorization learning. It does encourage students from routine questioning attitude to self-guided speaking attitude, which is very much needed for technical and non-technical students since they are going to be in the fast revolving world .One can be very good speaker in English language provided learners inculcate language skills through critical thinking. Over the language activities like Group Discussion (GD), Role-Plays, Just A Minute (JAM) sessions and Mock-Interviews, would vigorously focus and remain to be thinkers and Critical Thinking Speakers (CTS). When students think critically in language labs, they can easily know the background of history, psychology, science and technology of any topic. So, critical thinking-students can speak on any issue or topic easily by making out the basic concepts. Though my research focuses on speaking skills it also focuses other unmentioned skills in English language. This article asserts and emphatically stresses how learners learn perfectly the constructive mechanism of speaking in English language labs and classrooms through critical thinking.
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The present study was intended to investigate the impact of teaching critical thinking skills on the speaking proficiency of Iranian EFL learners in Tehran, how this impact is explained and the participants' attitudes towards explicit critical-thinking content. To achieve this goal, two groups of female Iranian intermediate EFL learners were compared on their speaking performance, with one group having been trained in critical thinking explicitly and the other as the control group. Both groups were tested prior to and after the training of the experimental group was performed. A mixed-method approach was employed in the analysis of the data. In the quantitative analysis, a quasi-experimental method was adopted to investigate the impact of teaching critical thinking skills on the speaking proficiency of the experimental group in comparison with the control group. The results indicated that teaching critical thinking explicitly has a significantly positive impact on the speaking proficiency of female Iranian adult intermediate EFL learners. Through the qualitative approach, the participants' attitudes towards their training in critical thinking were studied during in-depth interviews. The results are described in detail. Accordingly, explicit instruction of critical thinking in the English class can make a deeper impression of the language taught.
THE IMPACT OF CRITICAL THINKING ON LEARNING ENGLISH LANGUAGE
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Critical thinking has been encouraged largely in Malaysia to create awareness to the public. This is due to the fact that students are not able to use their critical thinking skills in classroom activities. Nowadays, some teachers use the traditional method of teaching whereby the students may not be given the opportunity to think critically. As such, if critical thinking is initiated in schools, it would mould citizens who are more creative and able to use their skills effectively later. This study investigates the use of critical thinking in language learning and how it enhances English language among ESL learners. A qualitative method was used and data were collected using semi-structured interview. The sample involved 30 post graduate students in Selangor in order to gain a deep insight of students' critical thinking enhancement in English language learning. The data were analysed qualitatively using content analysis. The findings of the study revealed that students were able to learn better using critical thinking which enhanced their English language skills. In conclusion, the results indicated that the students were able to engage in reflective and independent thinking to solve problems in learning by using critical thinking.
ENHANCING STUDENTS' INTERACTION SKILLS AND CRITICAL AND CREATIVE THINKING THROUGH MOVIES
In the context of higher education in Malaysia, the aims are to produce competent and confident language users in the students who learn English as their second language. By incorporating movies in English language teaching, it will enable the students to learn English more actively, meaningfully and interactively. This study seeks to explore the potential use of movies as a teaching and learning tool in encouraging active participation and critical thinking in the English language classroom. The existence of technology in movies has made ways for the educators to do segmentations of the important parts in the movies for the limited classroom time. Critical thinking plays a vital role in education simply because of the personal and language enrichment. It also allows the students into self-directed thinking in making decisions more carefully, clearly and logically. It is important to incorporate the Universal Intellectual Standards of Critical Thinking Theory into the crucial foundation in encouraging active participation of students. It is believed that critical thinking will enable the students to engage themselves in their own pace of learning and provide greater freedom for expressing and arguments. This is because critical thinking is aimed at making wise decisions on what to believe and do and also presenting claims, actions and practices into the real-life contexts.
Significance of Integrating Critical Thinking in English Language Classroom of Young Learners
The study takes a challenging task of integrating Critical Thinking in young learners classroom of English as second language which is the need of the hour. The problem is the gap between teaching skills and learning. This gap is increasing day by day especially in rural areas. There is an immense need to abridge this gap. In order to do so this research offers a new possibility of integrating Critical thinking in language classrooms of young learners. Our educational system should enable learners to face real life challenges. This study is aimed to measure the attitudes of primary school teachers and test the treatment of an activity of role play on the primary school EFL learners. The challenge to integrate critical thinking in students is of dual nature as at primary level learner are supposed to do higher order thinking in a foreign language. This though seems difficult, but keeping in mind that this is the right time to teach critical thinking to the learners the researchers were successful in finding the positive results of one aspect of activity based teaching/learning on the young learners. Since it depends on both teachers and students so for getting teachers' responses survey method was employed using a questionnaire on likert scale. Quasi experimental method was used to conduct pre-test post-test experiment, using stratified random sampling. The treatment given was a role play. The results from the data gathered from the teachers showed mixed responses. The teachers' were divided in their opinion regarding teaching thinking in English. This can hamper teaching critical thinking to EFL