importance of critical thinking in learning english language

Critical Thinking and English Language Teaching Pt. 1

• By Anthony Schmidt

Critical Thinking And English Language Teaching Pt. 1

Critical thinking has been a buzzword for some time now. In fact, judging by the research, it has been a buzzword for over a decade. The problem with buzz words is that, over time, they lose a lot of their original meaning and begin to stand for almost anything new or progressive. In addition, it has become an empty rallying cry (“We must teach critical thinking in English language teaching!”) devoid of the very thinking it purports to support .

Why does hearing the cry above make people cringe? Why does reference to Bloom’s taxonomy often cause negative reactions? One reason is because these terms are overused. But is there something more? Are people (rightly) skeptical of these concepts?

There is no doubt that “critical thinking” is buzzworthy. And, if it’s buzzworthy, it must have some importance. So, what exactly is critical thinking and why is it important? I believe the answer to these questions can be framed through the arguments of those who are critical of critical thinking. This article will briefly consider the research on critical thinking and argue that critical thinking should play a central and explicit role in English language teaching.

Can Critical Thinking Be Defined?

There are those who feel that critical thinking can only be defined in broad, subjective terms that are too various to unify. How do you teach something if you can’t even define it? The literature on critical thinking – coming from psychology, education, and philosophy, agrees somewhat with this point. It seems that critical thinking is not readily reducible. It is, rather, multidimensional, or, polysemous. Nevertheless, while the idea of critical thinking may be expressed in various ways, Moore found that these are typically well-articulated and clearly conveyed to students. Moore claims that the variety of meanings may be discipline-based, meaning that psychology prefers certain aspects of critical thinking more so than history, which prefers others. Still, Moore was able to identify some common features which can define the concept more clearly.

According to Moore’s research, critical thinking is:

• A judgement of whether something is good, bad, valid, or true
• rational, or, reason-based
• skeptical thinking
• productive thinking – not only challenging ideas but producing them – coming to conclusions about issues
• carefully reading beyond a text’s literal meaning
• awareness of the entire process
• ethical or activist – in other words, not neutral

Although Moore is not the sole and final authority on what is means to be a critical thinker, it’s clear that critical thinking can be somewhat defined as a concept, though we must accept that its meaning – like many other concepts – “is its use in the language” (Wittgenstein, cited in Moore, p. 508).

Can Critical Thinking Be Taught?

If critical thinking can be defined (as Moore and others have done), then can it be taught? Certainly, it’s important to think critically. No one is arguing it is not. However, many claim that it must be organically developed, or it is a skill that can be encouraged but not learned. The literature, however, shows the opposite. Not only can critical thinking be taught, it can be practiced and refined!

First, we have to understand that critical thinking is hard. Experimental research by Kuhn (1991) shows that a majority of people cannot demonstrate critical reasoning skills. That is, they cannot often justify their beliefs and opinions with evidence.

Van Gelder and Mulnix, mulling over the question of how to teach critical thinking, found some practical advice, much of which is based in cognitive science.

• Examples of critical thinking are not enough – students need to engage in critical thinking.
• There needs to be deliberate practice to master the skill. This includes full concentration, exercises aimed at improving the skills, engaging in increasingly difficult exercises as easier ones are mastered, and guidance and feedback.
• The practice must be repetitive throughout a course.
• Students must practice transferring critical thinking skills to other contexts.
• Students must eventually become aware of the actual idea of critical thinking, including its terminology.

Empirical research on critical thinking shows that it not only can be taught but must be taught. As teachers, we should develop exercises, strategies, and assessments that seek to improve this skill. Mulnix concludes rather poignantly, “To do any less is not only to let our students down, but it is to fail at that very skill we are trying to teach”.

One exercise that has been shown to be effective is argument mapping, in which arguments (including claims, warrants, evidence, etc.) are visually displayed in a diagram. This makes it easy to understand, analyze, and evaluate arguments. Argument maps start with a central premise (i.e. thesis) at the top and include below it evidence or reasons, co-premises (co-reasons), counterarguments and rebuttals, with lines and arrows to show the connections between the ideas.

As a classroom activity, argument maps can first be given as templates that students fill in. Once familiar with argument mapping, they can then begin to construct their own based on analyzing textual sources (readings or lectures) or for forming their own logical conclusions (for discussions, debates, and presentations). By analyzing the arguments written, students can then begin evaluating reasons, evidence, and counterarguments. They can begin questioning the validity of these arguments and suggest their own conclusions or justification. In this way, they are deliberately engaging in critical thinking practice, which, as shown above, is key for developing good critical thinking skills.

Argument map examples:

Wait! What About Bloom’s Taxonomy?

Bloom’s taxonomy is perhaps the most well-known example of critical thinking. It is an orderly, visually-pleasing representation of, as we have seen, quite a large concept – and this is perhaps one reason why it has held educational weight since the late 50s. However, it has come under much scrutiny both for the way it has been organized and the way it has been employed. There is poor empirical basis for the organization of the hierarchy and its implications for task sequencing. “Lower order skills” are not necessarily easier than “higher order skills” and vice-versa. In addition, these “lower” skills are often used in conjunction or even after using the “higher order skills”.

Nevertheless, Bloom’s (revised) taxonomy is still quite common in the scientific literature. A search for “bloom’s taxonomy” on Google Scholar reveals a great deal of peer-reviewed research which utilized Bloom’s taxonomy. So, why the persistence? While the hierarchy may have its weaknesses and its organization may not always represent reality, the levels of the taxonomy do include most conceptions of what critical thinking is, and there is evidence from neuroscience that supports the taxonomy itself. In the video, “ What can Neuroscience Research Teach Us about Teaching? ”, neuroscientist Daniel Kaufer points to Bloom’s taxonomy as an example of active learning in which, as one moves up the hierarchy, more and more areas of the brain become dynamically activated. In other words, when more areas of the brain “fire together” they typically “wire together” . So, working on higher order skills may not be more difficult than lower order skills, but it may lead to stronger reinforcement of learning.

One of the alternatives to the taxonomy Case proposes is very much aligned with what we have read above about the pedagogical ideas behind teaching critical thinking:

“Understand that inviting students to offer reasoned judgments is a more fruitful way of framing learning tasks than is the use of verbs clustered around levels of thinking that are removed from evaluative judgments”. [jbox title=”Reference List”]

Atkinson, D. (1997). A critical approach to critical thinking in TESOL.  TESOL quarterly ,  31 (1), 71-94.

Case, R. (2013). The Unfortuate Consequences of Bloom’s Taxonomy. Social Education ,  77 (4), 196-200.

Dalton, D. F. (2011, December). An investigation of an approach to teaching critical reading to native Arabic-speaking students. Arab World English Journal, 2 (4),58-87.

Davidson, B. W. (1998). Comments on Dwight Atkinson’s” A Critical Approach to Critical Thinking in TESOL”: A case for critical thinking in the English language classroom.  TESOL quarterly ,  32 (1), 119-123.

Hernandez, M. L., & Rodríguez, L. F. G. (2015). Transactional Reading in EFL Learning: A Path to Promote Critical Thinking through Urban Legends. Colombian Applied Linguistics Journal ,  17 (2), 229-245.

Halpern, D. F. (1998). Teaching critical thinking for transfer across domains: Disposition, skills, structure training, and metacognitive monitoring. American Psychologist ,  53 (4).

Moore, T. (2013). Critical thinking: seven definitions in search of a concept. Studies in Higher Education ,  38 (4), 506-522.

Mulnix, J. W. (2012). Thinking critically about critical thinking.  Educational Philosophy and Theory ,  44 (5), 464-479.

Nezami, S. R. A. (2012). A critical study of comprehension strategies and general problems in reading faced by Arab EFL learners with special reference to Najran University in Saudi Arabia. International Journal of Social Sciences and  Education, 2 (3), 306-317.

Parrish, B., & Johnson, K. (2010, April). Promoting learner transitions to post-secondary education and work: Developing academic readiness from the beginning. CAELA

Network Briefs. Retrieved June 1, 2015 from http://www.cal.org/caelanetwork/resources/transitions.html

Ramanathan, V., & Kaplan, R. B. (1996). Some problematic” channels” in the teaching of critical thinking in current LI composition textbooks: Implications for L2 student-writers.  Issues in Applied Linguistics ,  7 (2).

van Gelder, T. (2005). Teaching critical thinking: Some lessons from cognitive science.  College teaching ,  53 (1), 41-48.

Wong, B. L. (2016). Using Critical-Thinking Strategies To Develop Academic Reading Skills Among Saudi Iep Students.

Related Topics

• Critical Thinking
• English language
• Neuroscience
• Presentations

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6 Responses

Thanks for this really well researched and written article, Anthony. I particularly liked your suggestion of 'argument mapping'. I think it could be a great way for students to plan their academic assignments. I'd like to discuss some possible computer tools which may be useful for students to use when argument mapping. One could be the Microsoft Word SmartArt function. Another could be this mindmapping website: I'd love to hear about any other suggestions. Sam

Thanks Sam. I think argument mapping has a lot of uses, and it is a technique that has not been utilized much in ELT. This is likely because few of us have little experience or knowledge of it. Thanks for sharing the mindmap website. It's really cool and I can see a lot of uses well beyond argument maps. Vocabulary lists were the first thing to pop into my mind. Again, really cool! Thanks again.

Karl Millsom

Eagerly awaiting part 2. Indeed, buzzwords pick up debris as they popularise, and too often eventually they get cast out entirely, the core and sound principles included. This article does a good job of extracting the baby from the bathwater. The argument mapping is something I use a lot here in Indonesia when teaching how to write essays to post graduates who have often not encountered the concept of structured academic writing at all in all their years of schooling. Your examples are very well presented.

Thank you for sharing this primer defining, questioning, and contextualizing "critical thinking" in ELT. While many English majors usually choose the essay as the place to teach argument and critical thinking, our EFL and ESL classrooms provide many other opportunities too. Argument mapping is an excellent, flexible technique. In teaching adult education, community college, university, and graduate students, it's also often helpful to deploy problem-solution assignments to develop critical thinking. It can be personal challenge and crucial life skill (staying healthy, choosing a major) or a common social problem (affordable housing, reducing pollution). You can also scale up the vocabulary to fit the situation with risks/benefits, trade offs, and stakeholders. Likewise, asking students to write consumer reviews often works. Consumer reviews provide students with a chance to present facts, express opinions, and provide supporting evidence. Students can also share movie reviews, product reviews, and restaurant reviews online with authentic English-speaking audiences. I've found many ESL and EFL students far more receptive to critical teacher feedback when they plan to share their consumers with the "public" at large, and rewrite class assignments to reach higher standards. Amazon, Yelp, and other review sites have opened up exceptional possibilities and new audiences for student writing. Unfortunately, as the declining level of political discourse in several elections around the democratic world show, critical thinking remains in short supply. Sometimes a powerful slogan - Make America Great Again - can seduce many voters. Would it be helpful for the word "great" to be defined? Would it be useful to know, in some detail, what proposals were being advocated to reach that objective? How will the proposal be implemented? What are the probable costs? What are the likely benefits? What's the timeline? Critical thinking at some level asks students to go from vague generalizations to accurate, detailed suggestions. Numbers add precision. Sources provide credibility. Example illuminate. From my perspective, teaching critical thinking also often requires teaching students to go from the language of false certainty to possibility and probability. Deploying frequency adverbs and hedging language often helps. Thank you, again, for sharing your experiences and research with EFL Magazine readers.

Thanks for the reply Eric. You raise many interesting points, all of which I agree with. I find that finding ways of making the audience authentic - not an easy task - paired with critical thinking makes for excellent assignments and student practice. I really like what you said here: " Numbers add precision. Sources provide credibility. Example illuminate." It's a good way to put it and can easily be explained to students in this manner.

I'm finding argument mapping to be more and more useful. I have not actually used it for outlining but have used it for breaking down readings, and using the information in the map to inform new writings.

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MINI REVIEW article

English as a foreign language teachers’ critical thinking ability and l2 students’ classroom engagement.

• School of Foreign Studies, Hebei University, Baoding, China

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.

Introduction

“Critical thinking enables individuals to use standards of argumentation, rules of logic, standards of practical deliberation, standards governing inquiry and justification in specialized areas of study, standards for judging intellectual products, etc.” ( Bailin et al., 1999 , p. 291). Paul and Elder (2007) conceptualized critical thinking as the art of analysis and evaluation, considering the point that it can be improved since a quality life needs the quality of thinking. Facione (2011) noted that happiness cannot be guaranteed even if good judgment is practiced and critical thinking is enhanced; however, it undoubtedly offers more opportunities for this goal to be achieved. It has been stressed that autonomy can be shaped through critical thinking ability and one’s learning process can critically be evaluated ( Delmastro and Balada, 2012 ). 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. They describe as people, having the capability to analyze and organize thoughts that can be expressed through speaking and writing. They almost always tries to put what has learned before into practice. Beyond doubt, in order to enhance critical thinking skill in EFL learners, teachers should consider the point that teaching is not just about grammar and vocabulary; instead, it concentrates on enhancing teaching, encouraging to be creative, encourage to learn independently, strategies for making decisions and evaluating himself. Similarly, opportunities must be provided by the educators to provide a learning environment in which autonomous learning, active engagement, reflection on learners’ learning process, and L2 advancement are emphasized, for instance, task-based activities. Thus, this study is different from other studies since the focus is placed on teachers’ critical thinking ability to help students thrive rather than students’ critical thinking ability. The reason is that differentiates it from the previous studies is that providing students with opportunities, in which thinking differently is appreciated, would be absolutely rewarding and it is the skill that should be much more highlighted in the studies. Therefore, critical thinking is a skill through which students’ confidence can be raised, leading to their active engagement in the classroom and their being successful since they can see the issues from a different point of view and novel solutions to those problems can be proposed. In the current study, first of all, both teachers’ critical thinking ability and students’ classroom engagement have been discussed. Given that, the association between these two variables has been dealt with. Then, the implications and restrictions of the study as well as some recommendations for further studies have been proposed.

Teachers’ Critical Thinking Ability

Critical thinking has attracted much attention since teachers’ way of thinking and beliefs has a pivotal impact on what students achieve in terms of academic success and attainments. Dewey (1933 , p. 9), who can be regarded as the father of modern critical thinking, conceptualized it as “active, persistent, and careful of a belief or supposed form of knowledge in the light of the grounds which support it and the further conclusions to which it tends.” 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. As stated by Vdovina and Gaibisso (2013) , critical thinking is relevant to quality thinking that enables learners to communicate with others, gain knowledge, and deal with ideas, attitudes, and beliefs in a more skillful way. Based on what has been proposed by Shirkhani and Fahim (2011) , critical thinking is an integral factor in many ways. The first reason that can be taken into consideration is that when language learners take responsibility for the way they think; they can evaluate the way they learn in a more successful way. Secondly, critical thinking causes learners to experience a meaningful process of learning in which learning a language is meaningful to them. Thirdly, critical thinking and learners’ achievement are positively correlated. If the learners are shown how to think critically, they get proficient in learning a language. Likewise, Liaw (2007) study indicated that when the content-based approach is implemented in the class, it promotes EFL students’ critical thinking skills. It should be noted that in a content-based approach, attention is focused on the content and what can be perceived through it.

Besides, as Davidson (1998) noted, “the English teachers are expected to provide learners with the ability to communicate with native speakers, valuing overt comments, clever criticism, and intellectual claims.” In a similar manner, Meyers (1986) proposed that teachers can facilitate critical thinking through the activities that are assigned, the tasks that are set, and the feedback that is provided. A study done in a Chinese context by Li and Liu (2021) put forward the taxonomy of critical thinking ability in the EFL learning context and in this study, five skills through which critical thinking can be practiced, were proposed: analyzing, inferring, evaluating, synthesizing, and self-reflection/self-correction ( Wang and Derakhshan, 2021 ). Li (2021) also indicated that the development of critical thinking in international students can be facilitated by learning Chinese. According to a study done by Birjandi and Bagherkazemi (2010) , a critical thinker has the following characteristics:

• problems are identified by them and relevant solutions are dealt with,

• valid and invalid inferences are recognized by them,

• decisions and judgments are suspended by them when there is not enough evidence to prove it

• the difference between logical reasoning and justifying is perceived by them

• relevant questions are asked by them to see if their students have understood

• statements and arguments are evaluated

• lack of understanding can be accepted by them

• they have developed a sense of curiosity

• clear criteria for analyzing ideas are defined

• he is a good listener and gives others feedback

• he believes that critical thinking is a never-ending process that needs to be evaluated

• judgment is suspended by them until all facts have been collected

• they seek evidence for the assumptions to be advocated

• opinions are adjusted by them when there are some new facts

• incorrect information is easily rejected by them.

Consequently, according to the characteristics mentioned above, teachers with the ability to think critically is good problem solvers and when facing a problem during the class, they can have greater reasoning skills so as to find a solution to the problem. They are curious and they also ask their students questions to create a sense of curiosity in them. Additionally, they do not accept the new ideas easily, instead, they analyze them and sometimes make them better.

Classroom Engagement

Engagement is an inseparable part of the learning process and a multifold phenomenon. Classroom engagement refers to the amount of participation that students take in the class to be actively involved in the activities and whether the mental and physical activities have a goal. Engagement itself is a context-oriented phrase which relies on cultures, families, school activities, and peers ( Finn and Zimmer, 2012 ). It has been categorized into different groups: Behavioral engagement such as the amount to which students participate actively in the class; emotional engagement pertains to high levels of enthusiasm which is linked to high levels of boredom and anxiety; cognitive engagement such as the usage of learning strategy and self-regulation; agentic engagement such as the amount of conscious effort so that the learning experience would be enriched ( Wang and Guan, 2020 ; Hiver et al., 2021 ). Amongst the aforementioned categories, the one which is strongly important in the learning process is behavioral engagement in that it is relevant to the actual recognition of an individual’s learning talents ( Dörnyei, 2019 ). Another possibility that can be viewed is to consider engagement from two other aspects, internal and external. The former implies how much time and effort is allocated to the process of the learning. The latter entails the measures that are taken at the institutional level so that the resources would be dealt with along with other options of learning and services for support, encouraging the involvement in activities leading to the possible outcomes such as consistency and satisfaction ( Harper and Quaye, 2009 ).

Much attention is deserved to be paid to engagement since it is perceived as a behavioral means with which students’ motivation can be realized and as a result, development through the learning process can occur ( Jang et al., 2010 ). Active involvement should be strengthened in L2 classes to prevent disruptive behaviors and diminish the valence of emotions that are negative such as feeling anxious, frustrated, and bored.

Regarding “classroom engagement,” its opposie word “disengagement” can play a significant role in not engaging the students in the class, leading to them feeling bored and demotivated in the class, so from this aspect, it would be worth considering this phrase as well. It has been claimed by some authors ( Skinner, 2016 ) that disengagement itself does not happen frequently in educational settings due largely to the fact that it is related to extreme behaviors, and it is when another phrase disaffection can be considered significant. Disaffection is characterized by disinterest, aversion, resignation, and reduced effort. Therefore, our perception of boredom as a complex emotion can be enhanced, and it can be dealt with more systematically if boredom is viewed through the following factors, disengagement, and disaffection ( Wang and Guan, 2020 ; Derakhshan et al., 2021 ). As Elder and Paul (2004) mentioned, students should be taught to actively make questions- that is a good emblem of engagement- which is a radical part of critical thinking. The more the students can question, the more they can learn. Some students get accustomed to memorizing the facts and have never been faced with the outcomes of the poor decisions they made since there is always someone to back them and they had better be challenged, being questioned by their teachers ( Rezaei et al., 2011 ).

The Relationship Between Teachers’ Critical Thinking Ability and Classroom Engagement

Critical thinking has been said to widen one’s horizon because it may shape students’ mindsets and help them take a look at items from a different viewpoint. When one has learned to think critically, they will never accept the status quo easily, he will welcome the opposing ideas and will evaluate the arguments. In the EFL context, when a learner has the capability to think critically, or he has been taught to think critically, he always looks for reasons learning new materials and in this respect, his curiosity allows him to learn everything in depth and challenge his schemata to make a link between the newly learned ideas and the ones he has already known. Critical thinking is not a term that can be utilized just for the specific type of people; it can be taught and practiced to be enhanced. The way ideas can be generated and the way comparisons can be made is highly relevant to what has been called critical thinking. Different items can be conceptualized in different ways when we look at them through the lens of critical thinking; therefore, it can have a positive effect on students’ mindsets and the way they live. From an educational point of view, the decisions that have been made by the students, the solutions that have been put forward to tackle a problem when it comes to a learning context, and the way through which their process of learning is ameliorated are all impacted by teachers’ critical thinking. When teachers think critically and they strive to see different skills from a different point of view, it is where students’ sense of curiosity is tickled and their imagination is stretched so as to think of things in a various way.

Implications and Further Suggestions for Research

Critical thinking is believed to have an enormous effect on students’ classroom engagement. As mentioned above, according to Dewey (1933) , the more the students practice thinking critically, the more successful they are in terms of academic achievements because they can decide more rationally, and their problems can be addressed more sensibly. Attention should be paid that this study is of great significance for those people who are engaged in the learning process including those devising curriculums, develop materials, teachers, and learners. Critical thinking is a skill that should be developed in learners so that they would compare and contrast ideas, and as a result, decide wisely and accomplish what they have planned for. Accordingly, opportunities must be provided by the educators to provide a learning environment in which autonomous learning, active engagement, reflection on learners’ learning process, and L2 advancement are emphasized, for example, task-based activities ( Han and Wang, 2021 ).

Additionally, further studies can be done to find more about the variables in this study.

With regard to various age groups, the understanding of critical thinking might be different. Teenagers are said to start thinking critically and hypothetically; however, undoubtedly there is a big difference between what can be perceived about critical thinking by teenagers and adolescents in the educational contexts. Consequently, how different levels of critical thinking can be conceptualized in the learning context is one of the studies that can be conducted in the future. Secondly, teachers’ success and well-being are also tremendously affected by the way they think. Therefore, from this point of view, a study can be conducted in the future so as to find the correlation between teachers’ critical thinking and other aspects of their lives. The reason why this study should be carried out is that considering the L2 environment, students’ way of thinking is impacted by how they are treated by their teachers. Teachers are supposed to equip students with techniques through which the learning process will be facilitated and students’ creativity will be boosted, therefore, it is what helps them to be critical thinkers both in the classroom context and out of it. Another line of research that is worth being done is that diverse activities that can enhance learners’ ability of critical thinking should be categorized based on learners’ characters. In a modern educational world where individual differences are emphasized, classroom activities should be classified, regarding the learning differences of the learners. Therefore, according to Birjandi and Bagherkazemi (2010) ; Vdovina and Gaibisso (2013) , and Li and Liu (2021) , teachers’ critical thinking ability play a vital role in how students are engaged in the class.

Author Contributions

The author confirms being the sole contributor of this work and has approved it for publication.

This review was supported by the Social Science Foundation of Hebei Province of China “Testing and Research on Critical Thinking Ability of Undergraduates in Hebei Province under the Background of ‘Belt and Road’ Education Action” (Project Number: HB20YY017).

Conflict of Interest

The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher’s Note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

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Wang, Y. L., and Derakhshan, A. (2021). Book review on “Professional development of CLIL teachers. Int. J. Appl. Linguist. 1–4. doi: 10.1111/ijal.12353

Keywords : critical thinking, classroom engagement, foreign language learning, EFL classroom, EFT teacher

Citation: Yan Z (2021) English as a Foreign Language Teachers’ Critical Thinking Ability and L2 Students’ Classroom Engagement. Front. Psychol. 12:773138. doi: 10.3389/fpsyg.2021.773138

Received: 09 September 2021; Accepted: 19 October 2021; Published: 12 November 2021.

Reviewed by:

Copyright © 2021 Yan. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Ziguang Yan, [email protected]

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

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Critical Thinking & Language Learning

From a very young age, learning a language is of utmost importance. Starting from our mother tongue, we then learn another language (usually English, Spanish, German or French). Learning – and teaching- methods though, don’t always work as expected. Conventional teaching and learning techniques are starting to become a feature of the past now, as new methods are considered to be more efficient. One of these techniques is critical thinking.

Critical Thinking Defined

When we discuss Critical thinking, we refer to some specific practices. First of all, critical thinking occurs when we doubt something- a text, an idea, a political statement, a speech, a piece of information, an article.

Second of all, it also occurs when we look at a specific issue or problem, from more than one perspective. Third of all, it also occurs when we criticize something, in a constructive way. For example, disagreeing with the words of a journalist, while pointing out the problem and supporting our opinion with arguments. Also, when critically viewing new information, we can find more meanings that might be indirect.

Therefore, it becomes apparent why Critical Thinking is necessary when learning a language.

Critical thinking affecting Language Learning

The first person who supported the use of Critical thinking in education was the American philosopher John Dewey. According to his beliefs, teaching Critical thinking to the students is actually the ultimate goal of education.

In combination with this belief, school/ college activities that require Critical thinking can affect the efficiency of learning for students. Combining experiential learning with real-life activities urges a student to think outside the box, using his/her emotional intelligence. Thus, learning is achieved in a way that the student understands and enjoys more.

In addition, learning a language can be achieved by many practical activities that combine critical thinking with the material taught in class. Hence, learning becomes more inclusive and practical.

Critical thinking improving Language Learning

In many cases, it has been proved that language learning is achieved way better when activities that require critical thinking are included. This happens because students not only use their existing knowledge but because they also apply it to a real-life situation. In this way, the knowledge they acquire during these activities is more memorable.

Furthermore, when a student participates in such activities, he/she becomes an “active participant”, as he/she interacts with other students while constructing his/her learning. Through this process, the student perceives the knowledge learned at the moment in his/her own way, and because of this fact, this knowledge is remembered – and used- more easily (learning stops being too theoretical and is applied in practice).

Overall, critical thinking allows a learner to “process” a language, and perceive it in his/her own way. Therefore, language learning becomes easier, more efficient, and applicable.

As critical thinking affects language learning, language learning affects critical thinking too. Learning a language requires the ability to learn a whole new ideology, a very different culture – in many cases-, and practically, a different language from yours ( in many cases). That means that you learn a set of grammatic and syntactic rules that might not be the same as the ones of your own language.

Overall, learning a language demands many skills that help you acquire a whole new ideology. Therefore, language learning “sharpens” your Critical thinking skills, as you get to compare and contrast your mother tongue with another language ( when learning a second language).

Language learning improving Critical Thinking Skills

Per the above fact, it is useful to mention that critical thinking skills are improved through the process of language learning. Critical thinking and language learning support each other at a level where Critical thinking can almost teach you the language itself.

For example, critically assessing a situation and its character- during which you have to communicate in a specific language with someone, has already given you the necessary “tool” that guarantees the efficiency of the communication.

In addition, problem-solving and conflict can also improve critical thinking skills. For example, in a conversation where you have to support your argument without been affected by the potential disagreement and annoyance of the other participant (during a language learning-related activity), proper selection of language is needed. This can be accomplished by applying your knowledge and by using your critical thinking skills.

Furthermore, while learning a language a person can participate in various activities where different kinds of critical thinking are unlocked. Therefore, critical thinking becomes more spherical. As a necessary and useful process, language learning provides critical thinking with a lot more dimensions.

The kind of relationship between Critical thinking and language learning

As mentioned above, Critical thinking and language learning support and affect each other. It is very important to realize that language learning can become much more efficient and interesting if critical thinking is applied and used. At the same time, critical thinking skills can be acquired and improved while learning a language, because of the variety of exercises and activities this process includes.

Their relationship is only positive. They both positively contribute to the efficiency of each other. Nevertheless, Critical Thinking is a skill, which we use on numerous occasions. Language learning is a procedure, that needs critical thinking.

In other words, critical thinking is not dependent on language learning, when it comes to its improvement and formation whereas language learning needs critical thinking, as it has the goal of being as much efficient as possible.

Overall, it is a unique relationship during which each “party” offers and receives positive traits and features.

On An Ending Note

Taking everything into consideration, we can see that this relationship between Language learning and critical thinking is very beneficial, for both parties. However, viewing this relationship from a strict perspective, we can conclude that Language Learning ( a.k.a., the educational field) can take into advantage Critical thinking as a tool that guarantees effective learning and use it more.

https://ajssr.unitar.my/doc/vol1i2/2107.pdf

https://unitec.researchbank.ac.nz/bitstream/handle/10652/3680/revised-critical-thinking-paper-May-2016-.pdf?sequence=1&isAllowed=y

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Developing Critical Thinking in English Language Arts (ELA)

The importance of critical thinking in ela and beyond.

Critical thinking is an essential skill for academic success, and it’s particularly important in the world of ELA. Common Core Curriculum standards expect students to employ critical thinking in all related areas, from reading to writing, speaking, listening, and ELA college readiness goals. However, the importance of critical thinking goes far beyond English class. Being able to read and write critically is a powerful tool to help students navigate their lives in high school and beyond.

A study published in Research in Science Education found that when students were exposed to teaching strategies that promoted critical thinking skills, they demonstrated resulting qualities including:

• Truth-seeking
• Open-mindedness
• Self-confidence

Qualities like these not only help students achieve academic success, but also set them up for success in their workplaces and personal lives. They will be equipped to make well-informed decisions, identify and evaluate arguments, and recognize assumptions and biases. These skills will help students navigate a world of increasing misinformation, and will give them a competent and compelling voice with which to share their ideas.

Critical Thinking Skills in ELA

As an educator, you can develop critical thinking in many ways through your ELA coursework. Here’s a more in-depth look at how critical thinking is used and improved upon in the reading and writing techniques learned in ELA.

What Is Critical Reading?

Critical reading is a thoughtful and analytical approach to evaluating written material. It involves actively analyzing and evaluating the text and examining its structure, arguments, evidence, and underlying assumptions. This process helps the reader gain a deeper understanding of the material and develop an informed opinion.

Knowing how to read critically enables the reader to evaluate the validity and reliability of information encountered in daily life. In an age of information overload, it is more important than ever to be able to distinguish between credible and unreliable sources.

In addition, critical reading helps develop a reader's ability to engage in informed debates and discussions. By thoroughly examining and evaluating different perspectives and arguments, critical readers are better equipped to contribute to important conversations and make informed decisions.

Critical reading also helps to expand knowledge and understanding of various subjects. This is true even when engaging with fiction, where literary analysis can help to uncover authors’ perspectives and purposes. By critically analyzing the written work of others, readers can gain a deeper understanding of complex topics, as well as new insights into their own beliefs and values.

Critical Thinking and Writing

Critical thinking is an essential component of effective essay writing and written communication. It is the process of objectively analyzing, evaluating, and making judgements about information and arguments. When used in essay writing and written communication, critical thinking helps individuals produce well-reasoned, well-supported, and convincing arguments.

In essay writing, critical thinking helps to identify and evaluate the strength of evidence and arguments presented in one’s own writing and in the writing of others. This includes considering alternative perspectives and challenging assumptions, which leads to a deeper understanding of the topic and a more informed position.

Critical thinking also helps developing writers organize thoughts and present arguments in a clear, concise, and logical manner. By breaking down complex ideas into smaller parts and evaluating the relationships between these parts, critical thinking can help students effectively structure academic essays.

The importance of critical thinking also extends beyond schoolwork. In written communication like emails, articles, applications, and more, critical thinking will help young people communicate capably and confidently. This ability to communicate clearly can lead to improved relationships and increased effectiveness in personal and professional contexts.

How to Develop Critical Thinking in ELA

As students progress through their ELA classes, their critical thinking skills can be improved by:

• Practicing critical reading strategies like surveying texts beforehand and annotating while reading
• Learning how to identify trustworthy sources
• Synthesizing information from multiple credible sources
• Communicating findings through essays or Capstone Projects
• Analyzing and evaluating informational texts using the THINKING PRO Competency Framework and critical thinking strategies

Exploring THINKING PRO interactive learning videos to expand critical thinking skills with a targeted and comprehensive gamified system

Here at Thinking Habitats, we use thinking tools to empower young people to lead successful lives and contribute to the wellbeing of their communities. Our online platform has helped students improve their critical thinking, reading comprehension, and news media literacy, and has had significant individual and community impacts. Try THINKING PRO today , and join our students who feel more empowered in decision-making, more mindful with their news engagement, and more connected to their local community!

Basso, F. L. (2020, September 21). How Reading Fiction Can Shape Our Real Lives . Greater Good Magazine. Retrieved February 13, 2023, from https://greatergood.berkeley.edu/article/item/how_reading_fiction_can_shape_our_real_lives  

Common Core State Standards Initiative. (2022, November). Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.

Critical Reading: What is critical reading, and why do I need to do it? CSU Ohio. (n.d.). Retrieved February 13, 2023, from https://www.csuohio.edu/writing-center/critical-reading-what-critical-reading-and-why-do-i-need-do-it  

Miri, B., David, B.-C., & Uri, Z. (2007). Purposely teaching for the promotion of higher-order thinking skills: A case of critical thinking. Research in Science Education , 37 (4), 353–369. https://doi.org/10.1007/s11165-006-9029-2 Volzke, D. (2017, February 22). How to Demonstrate Critical Thinking in Your Writing . Mount Vernon Nazarene University. Retrieved February 13, 2023, from http://studentsuccess.mvnu.edu/demonstratingcriticalthinking/  

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THE IMPACT OF CRITICAL THINKING ON LEARNING ENGLISH LANGUAGE

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.

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