Critical thinking, autonomous learning, and academic grit among preservice EFL teachers

Abstract

The current study aims to explore the relationships between critical thinking, autonomous learning, and academic grit. With this purpose, a descriptive correlational design was followed in the research. “Critical Thinking Disposition Scale”, “Autonomous Learning Scale”, and “Academic Grit Scale” were used to collect data in the study. The study consisted of 475 preservice English as a Foreign Language (EFL) teachers in several state universities in Türkiye. Pearson Product Moment Correlation Coefficient was used to explore the correlations among the variables, and Regression Analysis was used to see the indirect effect of critical thinking on academic grit through autonomous learning. The study displayed significant differences between the participants’ critical thinking, autonomous learning, and academic grit scores and sub-scores, except for the autonomous learning-study habits sub-score, in terms of their self-perceived foreign language proficiency (p < .05), and significant differences between the participants’ all scores in terms of their academic success (p < .05). Critical thinking acted a positive predictor of autonomous learning (β = .66, p < 0.001) and academic grit (β = .19, p < 0.001), while autonomous learning was a positive predictor of academic grit (β = .57 p < 0.001). Furthermore, the study discovered the indirect effect of critical thinking on academic grit through autonomous learning (β = .37, p < 0.001). Based on the results, implementations that enhance “critical thinking”, “autonomous learning”, and “academic grit” can be suggested in EFL teacher training, which can contribute to the promotion of these skills of preservice teachers and foster the quality of prospective teachers along with the efficacy of teacher training programs would be affected positively.