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Inductive teaching approaches in business English writing in an EFL context: Paper-based and product-based instructions
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In: English Language Teaching Educational Journal, Vol 4, Iss 1, Pp 34-48 (2021) (2021)
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| 2 |
Investigating writing difficulties in essay writing: Tertiary students’ perspectives
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In: English Language Teaching Educational Journal, Vol 4, Iss 1, Pp 61-73 (2021) (2021)
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Views of Turkish EFL teacher trainees toward technology-integrated PBL practices
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In: English Language Teaching Educational Journal, Vol 4, Iss 1, Pp 74-86 (2021) (2021)
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| 4 |
English as a foreign language instruction in Ecuador: Implementation of the Content and Language Integrated-Learning during 2019-2021
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In: English Language Teaching Educational Journal, Vol 4, Iss 2, Pp 99-112 (2021) (2021)
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| 5 |
Constructive alignment of Mother Tongue-Based Multilingual Education (MTB MLE) language policy implementation to the practices of a multilingual classroom
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In: English Language Teaching Educational Journal, Vol 4, Iss 2, Pp 125-137 (2021) (2021)
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| 6 |
Does class participation predict academic achievement? A mixed-method study
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In: English Language Teaching Educational Journal, Vol 4, Iss 2, Pp 148-160 (2021) (2021)
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| 7 |
Critical thinking, literature and teachers’ instructional activities: An Indonesian case of community service program for English teachers
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In: English Language Teaching Educational Journal, Vol 4, Iss 2, Pp 138-147 (2021) (2021)
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Abstract:
Critical thinking (CT) has generally been known as one of the core competencies of the 21st-century skills that students need to acquire to succeed in today’s world. To attain this goal, teachers undoubtedly have a critical role to play. Involving a group of Indonesian teachers of English, this study aims to explore the teachers’ initial conceptions of critical thinking as reflected in their planned classroom activities. Specifically, the data collected were in the form of written instructional activities that used literary works as learning materials. These data were obtained following the teachers’ participation in an online workshop on promoting critical thinking through literature held for English teachers from MGMP (i.e., English Teachers Working Group) in Bandung Regency. The workshop introduced a model of teaching critical thinking skills using literary works and required the teachers to design their own instructional activities based on the proposed CT model. Adopting content analysis as the methodological tool to scrutinize the teachers’ prepared materials, our initial findings indicate that, in general, the teachers had inadequate knowledge of how to incorporate critical thinking skills into their teaching. Literature was seen merely as a tool to develop students’ linguistic abilities rather than as a way to explore humans’ experiences and to connect ‘the word and the world’. This study recommends that the teachers be given more time to better explore the concepts surrounding critical literacy pedagogy as well as be given more opportunities for practical application of the promoted instructional model.
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Keyword:
critical thinking; Education; efl classroom; English language; instructional activities; L; literature; PE1-3729
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URL: https://doi.org/10.12928/eltej.v4i2.4279
https://doaj.org/article/a0f4cbfff99849a6881d4962798629e3
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| 8 |
Technology acceptance and usage behaviour of content and language integrated learning teachers in Turkey
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In: English Language Teaching Educational Journal, Vol 4, Iss 2, Pp 113-124 (2021) (2021)
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| 9 |
Turkish EFL teachers’ attitudes towards online instruction throughout the Covid-19 outbreak
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In: English Language Teaching Educational Journal, Vol 4, Iss 2, Pp 87-98 (2021) (2021)
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| 10 |
Virtual or face to face classes: Ecuadorian university students’ perceptions during the pandemic
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In: English Language Teaching Educational Journal, Vol 4, Iss 1, Pp 15-24 (2021) (2021)
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| 11 |
EFL students’ perspectives on the employment of language learning strategies
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In: English Language Teaching Educational Journal, Vol 4, Iss 1, Pp 49-60 (2021) (2021)
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| 12 |
Integrated task on students’ writing quality: Is it more effective?
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In: English Language Teaching Educational Journal, Vol 4, Iss 1, Pp 25-33 (2021) (2021)
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| 13 |
The suitability of foreign language teaching in childhood according to the CLIL approach: the foreign language teachers' attitudes
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In: English Language Teaching Educational Journal, Vol 4, Iss 1, Pp 1-14 (2021) (2021)
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| 14 |
Interweaving Conceptual and Substantial Problems of Writing Instruction: Socio Reflective on Exploring Hortatory and Analytical Exposition
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In: English Language Teaching Educational Journal, Vol 3, Iss 1, Pp 26-40 (2020) (2020)
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| 15 |
English Scholarly Publishing Activities in the Industrial Revolution 4.0: What, Why, and How?
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In: English Language Teaching Educational Journal, Vol 3, Iss 1, Pp 52-63 (2020) (2020)
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| 16 |
Integrating Literary Works as the Local Content of ELT Materials for Undergraduate Students
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In: English Language Teaching Educational Journal, Vol 2, Iss 3, Pp 133-141 (2020) (2020)
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| 17 |
The Correlation between Self – Esteem and Student’s Reading Comprehension
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In: English Language Teaching Educational Journal, Vol 2, Iss 2, Pp 70-78 (2020) (2020)
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| 18 |
Varying strategies to maximize the effectiveness of ELT: Lessons from training sessions
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In: English Language Teaching Educational Journal, Vol 3, Iss 3, Pp 263-271 (2020) (2020)
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| 19 |
Understanding EFL Teachers’ Beliefs about Lesson Study and Their Knowledge Development Viewed from Social Cultural Theory of Vygotsky
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In: English Language Teaching Educational Journal, Vol 2, Iss 2, Pp 50-61 (2020) (2020)
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| 20 |
The Implementation of Visual, Auditory, Kinesthetic (VAK) Learning Model in Improving Students’ Achievement in Writing Descriptive Texts
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In: English Language Teaching Educational Journal, Vol 2, Iss 3, Pp 142-149 (2020) (2020)
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