Developing critical thinking skills in young english language learners
| dc.contributor.author | Yousaf, Qurat-Ul-Ain | |
| dc.date.accessioned | 2016-05-10T10:28:48Z | |
| dc.date.available | 2016-05-10T10:28:48Z | |
| dc.date.issued | 2015 | |
| dc.description.abstract | The study examines the extent to which critical thinking is promoted in English language teaching in Pakistan. The challenge to develop critical thinking skills in students is of dual nature, as at primary level learners are supposed to do higher order thinking in a foreign language. This though seems difficult, but this is the right time to develop critical thinking skills among the learners. For getting teachers’ responses survey method was employed using a questionnaire on likert scale. Gap analysis between traditional modes of teaching and learning and new interactive modes of teaching and learning wasdonethrough pre- activity and post activity by using convenient sampling. The activity of role play was used to teach the lesson. The results from the data gathered from the teachers showed mixed responses. The teachers were divided in opinion regarding critical thinking skills. The data gathered from the students showed that the learners were able to produce more new words in the post -activity as compared to the pre- activity in which some learners were not able to produce a single new word. However the unexpected result in the survey conducted to collect data from teachers is an eye opener. The attitude of teachers should be positive towards the extent to teach English in order to enable the learners to think critically in that language. The study examines the extent to which critical thinking is promoted in English language teaching in Pakistan. The challenge to develop critical thinking skills in students is of dual nature, as at primary level learners are supposed to do higher order thinking in a foreign language. This though seems difficult, but this is the right time to develop critical thinking skills among the learners. For getting teachers’ responses survey method was employed using a questionnaire on likert scale. Gap analysis between traditional modes of teaching and learning and new interactive modes of teaching and learning wasdonethrough pre- activity and post activity by using convenient sampling. The activity of role play was used to teach the lesson. The results from the data gathered from the teachers showed mixed responses. The teachers were divided in opinion regarding critical thinking skills. The data gathered from the students showed that the learners were able to produce more new words in the post -activity as compared to the pre- activity in which some learners were not able to produce a single new word. However the unexpected result in the survey conducted to collect data from teachers is an eye opener. The attitude of teachers should be positive towards the extent to teach English in order to enable the learners to think critically in that language. | en_US |
| dc.identifier.uri | https://escholar.umt.edu.pk/handle/123456789/1914 | |
| dc.publisher | University of Management and Technology | en_US |
| dc.subject | MPhill Thesis | en_US |
| dc.subject | Critical thinking skills | en_US |
| dc.subject | Young english language learners | en_US |
| dc.subject | English language | en_US |
| dc.title | Developing critical thinking skills in young english language learners | en_US |
| dc.type | Thesis | en_US |
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