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 Critical thinking in English language learning - From curriculum design to instructional practice.
Tác giả hoặc Nhóm tác giả: Tran Huu Phuc
Nơi đăng: SEAMEO Regional Centre for QITEP in Language, The eighth Annual International Symposium of Foreign Language Learning; Số: AISOFOLL Vol 4-2018;Từ->đến trang: 1-16;Năm: 2018
Lĩnh vực: Ngôn ngữ; Loại: Bài báo khoa học; Thể loại: Quốc tế
Critical thinking has long been a topic of interest in the higher education academia and recently assumed increasing importance role in modern language teaching methodology. Educational researchers and practitioners have paid due interest in the applicability of critical thinking in foreign language teaching for enhanced learning experience and higher level of intellectuality of students in their process of meaning making and communication. In the context of increasing globalization and internationalization with flow of knowledge and expertise increasingly shifting across borders, the goal of higher education is not only to produce workable graduates but also to create critical thinkers who can sustain and thrive in the highly challenging workplace. Advances in technology and changes in workplace skills as such have made the ability to think critically more important than ever. Critical thinking skills have thus become an essential element in several educational contexts, especially when quality standards of higher education constantly list critical thinking together with lifelong learning skills as important graduate attributes and assessment criteria in higher education. As one of the important graduates’ attributes in language education curriculum for enhanced employability of students, developing critical thinking skills has close relationship with improving language proficiency among undergraduates (Rashid & Hashim 2008). This paper revisits the importance of embracing critical thinking in foreign language teaching and discusses the possibilities of integrating critical thinking in foreign language education from curriculum design to instructional practice. It states the necessity of embedding critical thinking as integral in the language curriculum as an important learning outcome, which then needs to be constructively aligned with classroom practice through direct instruction and task-based learning, and proceeds with assessment tasks that measure the teachability of critical thinking through different types of experiential learning - simulations, writing portfolios, and project-based learning. The experiences at UFLS-UD in Vietnam will be drawn as reflective practice of how critical thinking can be applicable in the real context of English teaching and learning.Key words: critical thinking, curriculum design, instructional practice, constructive alignment, assessment.
[ 2018\2018m07d01_10_29_21Proceeding_Aisofoll_vol_4_(the_8th_AISOFOLL).pdf ]
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