Perceptions of Criticality in Language Learning in EFL Context
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It is often presumed that the advent of fourth revolution requires fundamental changes to the curricula, language teaching, and learning approaches used in higher education. This paper explores the perceptions of EFL teachers and learners regarding whether criticality is an essential requisite for language learning. The researcher administered a Likert-scale questionnaire to 35 teachers and 214 learners in Korean universities to explore what the participants thought about criticality in the EFL context, how they evaluated themselves as critical individuals, and how they judged the criticality of their classmates and colleagues. The responses identified the need for criticality training and offered suggestions for such a program. The resulting analysis also revealed that L2 leaners in the EFL context are aware of the needs of gaining higher-order thinking to enhance critical-thinking ability, which should be integrated into the English program.
Abstract
It is often presumed that the advent of fourth revolution requires fundamental changes to the curricula, language teaching, and learning approaches used in higher education. This paper explores the perceptions of EFL teachers and learners regarding whether criticality is an essential requisite for language learning. The researcher administered a Likert-scale questionnaire to 35 teachers and 214 learners in Korean universities to explore what the participants thought about criticality in the EFL context, how they evaluated themselves as critical individuals, and how they judged the criticality of their classmates and colleagues. The responses identified the need for criticality training and offered suggestions for such a program. The resulting analysis also revealed that L2 leaners in the EFL context are aware of the needs of gaining higher-order thinking to enhance critical-thinking ability, which should be integrated into the English program.
참고문헌 (36)
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