Abstract
Critical thinking has been the focus of many studies considering the educational and social contexts. However, English as a foreign language (EFL) context is the one in which studies about critical thinking and its link to classroom engagement have not been carried out as much as expected. Hence, this study investigated to understand the association between EFL teachers’ critical thinking ability and students’ classroom engagement to get a broader understanding of the impact critical thinking has on students’ success. To do this, firstly, both variables of this study are defined and explicated. Then, the relationship between critical thinking and students’ classroom engagement is discussed. Finally, the implications of this research and also its limitations along with suggestions for further studies are put forward.
Highlights
According to a study conducted by Marin and Pava (2017), English as a foreign language (EFL) critical thinker has the following characteristics: they are active, continuously asking questions, and seeking information which helps them build associations between L2 learning and other features of everyday life
As defined by Chance (1986), critical thinking is conceptualized as the capability that one puts into practice to do the followings through this ability: facts which are analyzed, ideas that are generated and organized, opinions that are defended, comparisons that are made, inferences that are drawn, arguments which are evaluated, ideas that are organized, and problems that are solved
Based on what has been proposed by Shirkhani and Fahim (2011), critical thinking is an integral factor in many ways
Summary
Specialty section: This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology. Critical thinking has been the focus of many studies considering the educational and social contexts. English as a foreign language (EFL) context is the one in which studies about critical thinking and its link to classroom engagement have not been carried out as much as expected. This study investigated to understand the association between EFL teachers’ critical thinking ability and students’ classroom engagement to get a broader understanding of the impact critical thinking has on students’ success. Both variables of this study are defined and explicated. The relationship between critical thinking and students’ classroom engagement is discussed. The implications of this research and its limitations along with suggestions for further studies are put forward
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