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• Source: Nadine Häusler, University of Lausanne (Switzerland)
Source: November 2020 • Source: Federal Reserve Bank of New York
Sometimes the “Harper’s Index” features pairs of statistics. It is up to you to decide what the pair, seen together, suggests. Select a couple of the pairs below and write down questions you may have, or possible explanations that tell why the pair might be significant. Consider what the statistic suggests beyond what is written. What you write should be your own opinion , without consulting any internet resources or others.
Type your response below each set:
in 2020: 3,000,000 : 107,000,000 | • Source: • Source: |
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One of the most familiar types of criticism we encounter is a movie review, a short description of a film and the reviewer’s opinion about it. When you watch a movie on Netflix, for example, you can see the number of stars (1-5) given by those who have watched and rated the movie. Professional reviewers usually try to give a formal, balanced account of a movie, meaning they usually provide a summary and point out some positive and negative points about a film. Amateur critics, however, can write whatever they like – all positive, all negative, or a combination.
Amateur film critiques can be found in many places; the movie review site, IMDB , is one of the most popular, with a user-generated rating feature. Another popular site is Rotten Tomatoes, which uses a unique ‘tomato meter’ to rate movies: a green tomato means fresh while red means rotten. You can also view the individual ratings given by critics. It has more than 50,000 movies in its database. And finally, another good source of movie reviews is Metacritic , which offers a collection of reviews from various sources.
Let’s look at this review by professional movie critic Roger Ebert ( https://www.rogerebert.com/
In “Top Gun: Maverick,” a sequel to “ Top Gun, ” an admiral refers to navy aviator Pete Mitchell (Tom Cruise)—call sign “ Maverick ”—as “the fastest man alive.” Truth be told, our fearless and ever-handsome action hero earns both appraisals and applause. Indeed, Cruise’s consistent commitment to Hollywood showmanship deserves the same level of respect usually reserved for the fully-method actors such as Daniel Day-Lewis . Even if you somehow overlook the fact that Cruise is one of our most gifted and versatile dramatic and comedic actors with movies like “ Mission Impossible , ” “ Born on the Fourth of July ,” “ Magnolia ,” “ Tropic Thunder ,” and “ Collateral ” on his CV, you will never forget why you show up to a Tom Cruise movie.
Director Joseph Kosinski allows the leading actor to be exactly what he is—a star—while upping the emotional and dramatic stakes of the first Top Gun (1986) with a healthy dose of nostalgia. In this Top Gun sequel, we find Maverick in a role on the fringes of the US Navy, working as a test pilot. You won’t be surprised that soon enough, he gets called on a one-last-job type of mission as a teacher to a group of recent training graduates. Their assignment is just as obscure and politically cuckoo as it was in the first movie. There is an unnamed enemy—let’s called it Russia because it’s probably Russia—some targets that need to be destroyed, a flight plan that sounds nuts, and a scheme that will require all successful Top Gun recruits to fly at dangerously low altitudes. But can it be done?
In a different package, all the proud fist-shaking seen in “Top Gun: Maverick” could have been borderline insufferable, but fortunately Kosinski seems to understand exactly what kind of movie he is asked to navigate. In his hands, the tone of “Maverick” strikes a fine balance between good-humored vanity and half-serious self-deprecation, complete with plenty of emotional moments that catch one off-guard.
In some sense, what this movie takes most seriously are concepts like friendship, loyalty, romance, and okay, bromance. Still, the action sequences are likewise the breathtaking stars of “Maverick.” Reportedly, all the flying scenes were shot in actual U.S. Navy F/A-18s, for which the cast had to be trained. Equally worthy of that big screen is the emotional strokes of “Maverick” that pack an unexpected punch. Sure, you might be prepared for a second sky-dance with “Maverick,” but perhaps not one that might require a tissue or two in its final stretch.
Available in theaters May 27th, 2022
Analyze the film review above. Does the reviewer give the movie a strongly positive or negative review? A mildly positive or negative review? A balanced review? How can you tell? Support your opinion by identifying words, phases, and/or comparisons that directly or indirectly are positive, negative, or neutral.
Select a movie to review. Choose one you either love or hate. (If it evokes emotions, it’s usually easier to review.) You may choose any movie, but for this assignment, don’t choose a film that might upset your target audience – your instructor and classmates. A movie review can be long or short. Usually a simple outline of the plot and a sentence or two about the general setting in which it takes place will be sufficient, then add your opinion and analysis. The opinion section should be the main focus of your review. Don’t get too detailed. Your instructor will determine the word limit of this assignment.
Do a web search to find information about the film: is it based on real-life events or is it fiction?
Find some information about the director and his/her/their style.
Look for information about the cast, the budget, the filming location, and where the idea for the film’s story came from. In other words, why did the producers want to make the movie?
Be sure to keep notes on where you find each piece of information – its source. Most of the facts about movies are considered common knowledge, so they don’t have to be included in your review.
Avoid reading other reviews. They might influence your opinion, and that kind of information needs to be cited in a review.
When you are watching the film make notes of important scenes or details, symbolism, or the performances of the characters. You may want to analyze these in detail later. Again, keep notes on the source of the information you find.
Don’t give away the ending! Remember, reviews help readers decide whether or not to watch the movie. No spoilers!
Write an introduction where you include all the basic information so that the film can be easily identified. Note the name, the director, main cast, and the characters in the story, along with the year it was made. Briefly provide the main idea of the film.
Write the main body. Analyze the story, the acting, and the director’s style. Discuss anything you would have done differently, a technique that was successful, or dialogue that was important. In other words, here is where you convey your opinion and the reasons for it. You may choose to analyze in detail one scene from the film that made an impression on you, or you may focus on an actor’s performance, or the film’s setting, music, light, character development, or dialogu
Make a conclusion. Search for several reviews of the film. Include how the film was rated by others. You will need to include information about where you found the information. Then, give your own opinion and your recommendation. You can end with a reason the audience might enjoy it or a reason you do not recommend it. Include a summary of the reasons you recommend or do not recommend it.
[Source: https://academichelp.net/academic-assignments/review/write-film-review.html]
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10 Top Critical Thinking Skills (and how to improve them).(2022). Indeed.com: https://www.indeed.com/career-advice/career-development/critical-thinking-skills
Difference between criticize, criticism, critique, critic, and critical. Espresso English : https://www.espressoenglish.net/difference-between-criticize-criticism-critique-critic-and-critical/
Hansen, R.S. (n.d.). Ways in which college is different from high school. My CollegeSuccessStory.com .
Ideas to Action. Critical Thinking Inventories. University of Louisville: https:// louisville.edu/ideastoaction/about/criticalthinking/what
Saunders, J. (n.d.). “Why Are Critical Thinking Skills Necessary for Academics?,” Demand Media.
Stratford, M. (n.d. ) What are the key ideas for critical thinking skills? Demand Media .
Van Zyl, M.A., Bays, C.L., & Gilchrist, C. (2013). Assessing teaching critical thinking with validated critical thinking inventories: The learning critical thinking inventory (LCTI) and the teaching critical thinking inventory (TCTI). Inquiry: Critical Thinking Across The Discipline , 28(3), 40-50.
What is Critical Thinking? (n.d.). Skills You Need : https://www.skillsyouneed.com/learn/critical-thinking.html
Write a Film Review. Academic Help: Write Better : https://academichelp.net/academic-assignments/review/write-film-review.html
Critical Reading, Writing, and Thinking Copyright © 2022 by Zhenjie Weng, Josh Burlile, Karen Macbeth is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.
Definitions of critical thinking, its elements, and its associated activities fill the educational literature of the past forty years. Critical thinking has been described as an ability to question; to acknowledge and test previously held assumptions; to recognize ambiguity; to examine, interpret, evaluate, reason, and reflect; to make informed judgments and decisions; and to clarify, articulate, and justify positions (Hullfish & Smith, 1961; Ennis, 1962; Ruggiero, 1975; Scriven, 1976; Hallet, 1984; Kitchener, 1986; Pascarella & Terenzini, 1991; Mines et al., 1990; Halpern, 1996; Paul & Elder, 2001; Petress, 2004; Holyoak & Morrison, 2005; among others).
After a careful review of the mountainous body of literature defining critical thinking and its elements, UofL has chosen to adopt the language of Michael Scriven and Richard Paul (2003) as a comprehensive, concise operating definition:
Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.
Paul and Scriven go on to suggest that critical thinking is based on: "universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness. It entails the examination of those structures or elements of thought implicit in all reasoning: purpose, problem, or question-at-issue, assumptions, concepts, empirical grounding; reasoning leading to conclusions, implication and consequences, objections from alternative viewpoints, and frame of reference. Critical thinking - in being responsive to variable subject matter, issues, and purposes - is incorporated in a family of interwoven modes of thinking, among them: scientific thinking, mathematical thinking, historical thinking, anthropological thinking, economic thinking, moral thinking, and philosophical thinking."
This conceptualization of critical thinking has been refined and developed further by Richard Paul and Linder Elder into the Paul-Elder framework of critical thinking. Currently, this approach is one of the most widely published and cited frameworks in the critical thinking literature. According to the Paul-Elder framework, critical thinking is the:
The University of Louisville chose the Paul-Elder model of Critical Thinking as the approach to guide our efforts in developing and enhancing our critical thinking curriculum. The Paul-Elder framework was selected based on criteria adapted from the characteristics of a good model of critical thinking developed at Surry Community College. The Paul-Elder critical thinking framework is comprehensive, uses discipline-neutral terminology, is applicable to all disciplines, defines specific cognitive skills including metacognition, and offers high quality resources.
The use of a single critical thinking framework is an important aspect of institution-wide critical thinking initiatives (Paul and Nosich, 1993; Paul, 2004). According to this view, critical thinking instruction should not be relegated to one or two disciplines or departments with discipline specific language and conceptualizations. Rather, critical thinking instruction should be explicitly infused in all courses so that critical thinking skills can be developed and reinforced in student learning across the curriculum. The use of a common approach with a common language allows for a central organizer and for the development of critical thinking skill sets in all courses.
Copyright © 2012 - University of Louisville , Delphi Center
Critical thinking and decision-making -, what is critical thinking, critical thinking and decision-making what is critical thinking.
Lesson 1: what is critical thinking, what is critical thinking.
Critical thinking is a term that gets thrown around a lot. You've probably heard it used often throughout the years whether it was in school, at work, or in everyday conversation. But when you stop to think about it, what exactly is critical thinking and how do you do it ?
Watch the video below to learn more about critical thinking.
Simply put, critical thinking is the act of deliberately analyzing information so that you can make better judgements and decisions . It involves using things like logic, reasoning, and creativity, to draw conclusions and generally understand things better.
This may sound like a pretty broad definition, and that's because critical thinking is a broad skill that can be applied to so many different situations. You can use it to prepare for a job interview, manage your time better, make decisions about purchasing things, and so much more.
As humans, we are constantly thinking . It's something we can't turn off. But not all of it is critical thinking. No one thinks critically 100% of the time... that would be pretty exhausting! Instead, it's an intentional process , something that we consciously use when we're presented with difficult problems or important decisions.
In order to become a better critical thinker, it's important to ask questions when you're presented with a problem or decision, before jumping to any conclusions. You can start with simple ones like What do I currently know? and How do I know this? These can help to give you a better idea of what you're working with and, in some cases, simplify more complex issues.
Let's take a look at how we can use critical thinking to evaluate online information . Say a friend of yours posts a news article on social media and you're drawn to its headline. If you were to use your everyday automatic thinking, you might accept it as fact and move on. But if you were thinking critically, you would first analyze the available information and ask some questions :
After analyzing all of this information, you can draw a conclusion about whether or not you think the article is trustworthy.
Critical thinking has a wide range of real-world applications . It can help you to make better decisions, become more hireable, and generally better understand the world around you.
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I. what is c ritical t hinking [1].
Critical thinking is the ability to think clearly and rationally about what to do or what to believe. It includes the ability to engage in reflective and independent thinking. Someone with critical thinking skills is able to do the following:
Critical thinking is not simply a matter of accumulating information. A person with a good memory and who knows a lot of facts is not necessarily good at critical thinking. Critical thinkers are able to deduce consequences from what they know, make use of information to solve problems, and to seek relevant sources of information to inform themselves.
Critical thinking should not be confused with being argumentative or being critical of other people. Although critical thinking skills can be used in exposing fallacies and bad reasoning, critical thinking can also play an important role in cooperative reasoning and constructive tasks. Critical thinking can help us acquire knowledge, improve our theories, and strengthen arguments. We can also use critical thinking to enhance work processes and improve social institutions.
Some people believe that critical thinking hinders creativity because critical thinking requires following the rules of logic and rationality, whereas creativity might require breaking those rules. This is a misconception. Critical thinking is quite compatible with thinking “out-of-the-box,” challenging consensus views, and pursuing less popular approaches. If anything, critical thinking is an essential part of creativity because we need critical thinking to evaluate and improve our creative ideas.
Critical thinking is a domain-general thinking skill. The ability to think clearly and rationally is important whatever we choose to do. If you work in education, research, finance, management or the legal profession, then critical thinking is obviously important. But critical thinking skills are not restricted to a particular subject area. Being able to think well and solve problems systematically is an asset for any career.
Critical thinking is very important in the new knowledge economy. The global knowledge economy is driven by information and technology. One has to be able to deal with changes quickly and effectively. The new economy places increasing demands on flexible intellectual skills, and the ability to analyze information and integrate diverse sources of knowledge in solving problems. Good critical thinking promotes such thinking skills, and is very important in the fast-changing workplace.
Critical thinking enhances language and presentation skills. Thinking clearly and systematically can improve the way we express our ideas. In learning how to analyze the logical structure of texts, critical thinking also improves comprehension abilities.
Critical thinking promotes creativity. To come up with a creative solution to a problem involves not just having new ideas. It must also be the case that the new ideas being generated are useful and relevant to the task at hand. Critical thinking plays a crucial role in evaluating new ideas, selecting the best ones and modifying them if necessary.
Critical thinking is crucial for self-reflection. In order to live a meaningful life and to structure our lives accordingly, we need to justify and reflect on our values and decisions. Critical thinking provides the tools for this process of self-evaluation.
Good critical thinking is the foundation of science and democracy. Science requires the critical use of reason in experimentation and theory confirmation. The proper functioning of a liberal democracy requires citizens who can think critically about social issues to inform their judgments about proper governance and to overcome biases and prejudice.
Critical thinking is a metacognitive skill . What this means is that it is a higher-level cognitive skill that involves thinking about thinking. We have to be aware of the good principles of reasoning, and be reflective about our own reasoning. In addition, we often need to make a conscious effort to improve ourselves, avoid biases, and maintain objectivity. This is notoriously hard to do. We are all able to think but to think well often requires a long period of training. The mastery of critical thinking is similar to the mastery of many other skills. There are three important components: theory, practice, and attitude.
If we want to think correctly, we need to follow the correct rules of reasoning. Knowledge of theory includes knowledge of these rules. These are the basic principles of critical thinking, such as the laws of logic, and the methods of scientific reasoning, etc.
Also, it would be useful to know something about what not to do if we want to reason correctly. This means we should have some basic knowledge of the mistakes that people make. First, this requires some knowledge of typical fallacies. Second, psychologists have discovered persistent biases and limitations in human reasoning. An awareness of these empirical findings will alert us to potential problems.
However, merely knowing the principles that distinguish good and bad reasoning is not enough. We might study in the classroom about how to swim, and learn about the basic theory, such as the fact that one should not breathe underwater. But unless we can apply such theoretical knowledge through constant practice, we might not actually be able to swim.
Similarly, to be good at critical thinking skills it is necessary to internalize the theoretical principles so that we can actually apply them in daily life. There are at least two ways to do this. One is to perform lots of quality exercises. These exercises don’t just include practicing in the classroom or receiving tutorials; they also include engaging in discussions and debates with other people in our daily lives, where the principles of critical thinking can be applied. The second method is to think more deeply about the principles that we have acquired. In the human mind, memory and understanding are acquired through making connections between ideas.
Good critical thinking skills require more than just knowledge and practice. Persistent practice can bring about improvements only if one has the right kind of motivation and attitude. The following attitudes are not uncommon, but they are obstacles to critical thinking:
To improve our thinking we have to recognize the importance of reflecting on the reasons for belief and action. We should also be willing to engage in debate, break old habits, and deal with linguistic complexities and abstract concepts.
The California Critical Thinking Disposition Inventory is a psychological test that is used to measure whether people are disposed to think critically. It measures the seven different thinking habits listed below, and it is useful to ask ourselves to what extent they describe the way we think:
Finally, as mentioned earlier, psychologists have discovered over the years that human reasoning can be easily affected by a variety of cognitive biases. For example, people tend to be over-confident of their abilities and focus too much on evidence that supports their pre-existing opinions. We should be alert to these biases in our attitudes towards our own thinking.
There are many different definitions of critical thinking. Here we list some of the well-known ones. You might notice that they all emphasize the importance of clarity and rationality. Here we will look at some well-known definitions in chronological order.
1) Many people trace the importance of critical thinking in education to the early twentieth-century American philosopher John Dewey. But Dewey did not make very extensive use of the term “critical thinking.” Instead, in his book How We Think (1910), he argued for the importance of what he called “reflective thinking”:
…[when] the ground or basis for a belief is deliberately sought and its adequacy to support the belief examined. This process is called reflective thought; it alone is truly educative in value…
Active, persistent and careful consideration of any belief or supposed form of knowledge in light of the grounds that support it, and the further conclusions to which it tends, constitutes reflective thought.
There is however one passage from How We Think where Dewey explicitly uses the term “critical thinking”:
The essence of critical thinking is suspended judgment; and the essence of this suspense is inquiry to determine the nature of the problem before proceeding to attempts at its solution. This, more than any other thing, transforms mere inference into tested inference, suggested conclusions into proof.
2) The Watson-Glaser Critical Thinking Appraisal (1980) is a well-known psychological test of critical thinking ability. The authors of this test define critical thinking as:
…a composite of attitudes, knowledge and skills. This composite includes: (1) attitudes of inquiry that involve an ability to recognize the existence of problems and an acceptance of the general need for evidence in support of what is asserted to be true; (2) knowledge of the nature of valid inferences, abstractions, and generalizations in which the weight or accuracy of different kinds of evidence are logically determined; and (3) skills in employing and applying the above attitudes and knowledge.
3) A very well-known and influential definition of critical thinking comes from philosopher and professor Robert Ennis in his work “A Taxonomy of Critical Thinking Dispositions and Abilities” (1987):
Critical thinking is reasonable reflective thinking that is focused on deciding what to believe or do.
4) The following definition comes from a statement written in 1987 by the philosophers Michael Scriven and Richard Paul for the National Council for Excellence in Critical Thinking (link), an organization promoting critical thinking in the US:
Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness. It entails the examination of those structures or elements of thought implicit in all reasoning: purpose, problem, or question-at-issue, assumptions, concepts, empirical grounding; reasoning leading to conclusions, implications and consequences, objections from alternative viewpoints, and frame of reference.
The following excerpt from Peter A. Facione’s “Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction” (1990) is quoted from a report written for the American Philosophical Association:
We understand critical thinking to be purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological, or contextual considerations upon which that judgment is based. CT is essential as a tool of inquiry. As such, CT is a liberating force in education and a powerful resource in one’s personal and civic life. While not synonymous with good thinking, CT is a pervasive and self-rectifying human phenomenon. The ideal critical thinker is habitually inquisitive, well-informed, trustful of reason, open-minded, flexible, fairminded in evaluation, honest in facing personal biases, prudent in making judgments, willing to reconsider, clear about issues, orderly in complex matters, diligent in seeking relevant information, reasonable in the selection of criteria, focused in inquiry, and persistent in seeking results which are as precise as the subject and the circumstances of inquiry permit. Thus, educating good critical thinkers means working toward this ideal. It combines developing CT skills with nurturing those dispositions which consistently yield useful insights and which are the basis of a rational and democratic society.
A. how not what .
Critical thinking is concerned not with what you believe, but rather how or why you believe it. Most classes, such as those on biology or chemistry, teach you what to believe about a subject matter. In contrast, critical thinking is not particularly interested in what the world is, in fact, like. Rather, critical thinking will teach you how to form beliefs and how to think. It is interested in the type of reasoning you use when you form your beliefs, and concerns itself with whether you have good reasons to believe what you believe. Therefore, this class isn’t a class on the psychology of reasoning, which brings us to the second important feature of critical thinking.
There is a difference between normative and descriptive theories. Descriptive theories, such as those provided by physics, provide a picture of how the world factually behaves and operates. In contrast, normative theories, such as those provided by ethics or political philosophy, provide a picture of how the world should be. Rather than ask question such as why something is the way it is, normative theories ask how something should be. In this course, we will be interested in normative theories that govern our thinking and reasoning. Therefore, we will not be interested in how we actually reason, but rather focus on how we ought to reason.
In the introduction to this course we considered a selection task with cards that must be flipped in order to check the validity of a rule. We noted that many people fail to identify all the cards required to check the rule. This is how people do in fact reason (descriptive). We then noted that you must flip over two cards. This is how people ought to reason (normative).
Critical Thinking Copyright © 2019 by Brian Kim is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.
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An introduction to critical thinking in some number of gifs.
So you find yourself in the enviable position of having signed up for a course in critical thinking with an instructor that thinks gifs are an academically acceptable form of content. Stay tuned on how that plays out.
The view of critical thinking represented here may be different from yours, and from billions of others on the planet. This view is one representation, and you are significantly encouraged (given the nature of this topic) to challenge the content in this chapter (and the rest of the workbook) and communicate (speak out) if you have a different, evidence-informed viewpoint.
The most critical element of a conversation about thinking and gifs is what you call them – jifs with a soft “g” or gifs with a hard “g.” This is an important conversation. Is this just a preference? Or is there evidence to support one option over another?
Hmmm….. (a personal critical thinking sound)
One logical place to begin an exploration of critical thinking is to define it. There are a many options for that and here are a couple of fundamental ones.
Dictionary.com, is an easy to find website to define things quickly and they have a starter concept as follows:
Critical Thinking – disciplined thinking that is clear, rational, open-minded, and informed by evidence: The questions are intended to develop your critical thinking (Dictionary.com, n.d.).
Slightly more complex, and with some backup sources, is Wikipedia’s version of critical thinking as follows:
Critical thinking is the analysis of facts to form a judgment. The subject is complex, and several different definitions exist, which generally include the rational, skeptical, unbiased analysis, or evaluation of factual evidence. Critical thinking is self-directed, self-disciplined, self-monitored, and self-corrective thinking. It presupposes assent to rigorous standards of excellence and mindful command of their use. It entails effective communication and problem-solving abilities as well as a commitment to overcome native egocentrism and sociocentrism (Wikipedia, “ Critical Thinking ,” n.d.)
Yes, Wikipedia. It’s a common place to start when exploring fact and information accuracy. It requires that you think critically and verify the sources used to cite the information, but it’s not the anti-academic, inaccurate, evil den of misinformation that some may claim.
A helpful media literacy expert I know named Dan Gilmor uses the phrase “trust but verify” in his work, and I think that’s an important element of critical thinking. It’s okay to initially trust a source or piece of information that someone tells you or shares with you through social media, but if you agree with Wikipedia’s notion of “rigorous standards of excellence and mindful command of their use,” as a critical thinker you’ll want to confirm the source of the information that’s being shared with you. Generally speaking, opinionated and biased humans are a source that need a lot of verifying.
Here are some of the characteristics of a critical thinker and some of the ways that critical thinking, as a practice, might have a positive impact on your learning, relationships, and professional career.
Critical thinkers embody some or all of the following characteristics:
These (and other) characteristics will be the focus of your course in critical thinking this semester.
Reflection Question: What would you say are some additional characteristics of critical thinkers?
As a sales pitch for why you would invest your time exploring critical thinking, please consider this…
Critical thinkers experience some or all of the following positive impacts in their practice:
Reflection Question: What are some other positive impacts of critical thinking? What might be an unintentional negative impact of critical thinking?
This completes the first element of your course content!
Dictionary.com. (n.d.). Critical Thinking. Retrieved from https://www.dictionary.com/browse/critical-thinking?s=t
Gilmor, D. (2010). Mediactive . Self-published and released with an open Creative Commons CC BY NC SA 3.0 United States license: San Francisco, CA.
Wikipedia. (n.d.). Critical Thinking. Retrieved on August 22, 2019 from https://en.wikipedia.org/wiki/Critical_thinking
All Gifs for this article were found on Giphy.com and were linked from the giphy.com website and used in an editorial context for public education (which I’m very much hoping is a correct application of Fair Dealing and appropriate use for copyright elements).
Thinking, Reasoning, Relating Copyright © 2019 by Dr. Jenni Hayman is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.
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Question the world and sort out fact from opinion.
The world is full of information (and misinformation) from books, TV, magazines, newspapers, online articles, social media, and more. Everyone has their own opinions, and these opinions are frequently presented as facts. Making informed choices is more important than ever, and that takes strong critical thinking skills. But what exactly is critical thinking? Why should we teach it to our students? Read on to find out.
Source: Indeed
Critical thinking is the ability to examine a subject and develop an informed opinion about it. It’s about asking questions, then looking closely at the answers to form conclusions that are backed by provable facts, not just “gut feelings” and opinion. These skills allow us to confidently navigate a world full of persuasive advertisements, opinions presented as facts, and confusing and contradictory information.
The Foundation for Critical Thinking says, “Critical thinking can be seen as having two components: 1) a set of information and belief-generating and processing skills, and 2) the habit, based on intellectual commitment, of using those skills to guide behavior.”
In other words, good critical thinkers know how to analyze and evaluate information, breaking it down to separate fact from opinion. After a thorough analysis, they feel confident forming their own opinions on a subject. And what’s more, critical thinkers use these skills regularly in their daily lives. Rather than jumping to conclusions or being guided by initial reactions, they’ve formed the habit of applying their critical thinking skills to all new information and topics.
Imagine you’re shopping for a new car. It’s a big purchase, so you want to do your research thoroughly. There’s a lot of information out there, and it’s up to you to sort through it all.
So much information! It’s tempting to just go with your gut and buy the car that looks the coolest (or is the cheapest, or says it has the best gas mileage). Ultimately, though, you know you need to slow down and take your time, or you could wind up making a mistake that costs you thousands of dollars. You need to think critically to make an informed choice.
Source: TeachThought
Let’s continue with the car analogy, and apply some critical thinking to the situation.
Did you notice all the questions that started to pop up? That’s what critical thinking is about: asking the right questions, and knowing how to find and evaluate the answers to those questions.
Good critical thinkers do this sort of analysis every day, on all sorts of subjects. They seek out proven facts and trusted sources, weigh the options, and then make a choice and form their own opinions. It’s a process that becomes automatic over time; experienced critical thinkers question everything thoughtfully, with purpose. This helps them feel confident that their informed opinions and choices are the right ones for them.
There’s no official list, but many people use Bloom’s Taxonomy to help lay out the skills kids should develop as they grow up.
Source: Vanderbilt University
Bloom’s Taxonomy is laid out as a pyramid, with foundational skills at the bottom providing a base for more advanced skills higher up. The lowest phase, “Remember,” doesn’t require much critical thinking. These are skills like memorizing math facts, defining vocabulary words, or knowing the main characters and basic plot points of a story.
Higher skills on Bloom’s list incorporate more critical thinking.
True understanding is more than memorization or reciting facts. It’s the difference between a child reciting by rote “one times four is four, two times four is eight, three times four is twelve,” versus recognizing that multiplication is the same as adding a number to itself a certain number of times. When you understand a concept, you can explain how it works to someone else.
When you apply your knowledge, you take a concept you’ve already mastered and apply it to new situations. For instance, a student learning to read doesn’t need to memorize every word. Instead, they use their skills in sounding out letters to tackle each new word as they come across it.
When we analyze something, we don’t take it at face value. Analysis requires us to find facts that stand up to inquiry. We put aside personal feelings or beliefs, and instead identify and scrutinize primary sources for information. This is a complex skill, one we hone throughout our entire lives.
Evaluating means reflecting on analyzed information, selecting the most relevant and reliable facts to help us make choices or form opinions. True evaluation requires us to put aside our own biases and accept that there may be other valid points of view, even if we don’t necessarily agree with them.
Finally, critical thinkers are ready to create their own result. They can make a choice, form an opinion, cast a vote, write a thesis, debate a topic, and more. And they can do it with the confidence that comes from approaching the topic critically.
The best way to create a future generation of critical thinkers is to encourage them to ask lots of questions. Then, show them how to find the answers by choosing reliable primary sources. Require them to justify their opinions with provable facts, and help them identify bias in themselves and others. Try some of these resources to get started.
The answer to “What is critical thinking?” is a complex one. These resources can help you dig more deeply into the concept and hone your own skills.
Plus, 12 skills students can work on now to help them in careers later ..
Teach them to thoughtfully question the world around them. Continue Reading
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Volume 26, issue 1, spring 2011.
Critical Thinking Reflection and Perspective Part I
This is Part I of a two-part reflection by Robert Ennis on his involvement in the critical thinking movement. Part I deals with how he got started in the movement and with the development of his influential definition of critical thinking and his conception of what critical thinking involves. Part II of the reflection will appear in the next issue of INQUIRY, Vol. 26, No. 2 (Summer 2011), and it will cover topics concerned with assessing critical thinking, teaching critical thinking, and what the future may hold.
BMC Psychology volume 12 , Article number: 7 ( 2024 ) Cite this article
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Many students feel uncomfortable when obliged to communicate in English. Students’ fear of speaking English is influenced by psychological reasons such as the fear of failing, being misunderstood, and making grammatical errors. Students’ active participation in English class discussions might be hindered by shyness, nervousness, lack of confidence, and motivation. Helping these reserved students gain self-assurance and perfect their spoken English is a top priority for all English language instructors. In the classroom, teachers may use some simple methods to encourage their reserved students to open up and speak English with more ease and confidence. The existing literature on students’ shyness shows that the gap in this realm is great and a critical look is needed. To this end, the current research intended to gauge the effects of self-esteem, teacher support, and critical thinking on anxiety and shyness in language classes. 385 language learners attending English language institutions took part in this research. They were at intermediate and upper intermediate levels. The findings of both confirmatory factor analysis (CFA) and structural equation modeling (SEM) point to the fact that improving students’ self-esteem, teacher support, and critical thinking may have a moderating effect on students ‘anxiety and shyness in language learning. The implications of this inquiry may be advantageous for language learners, language instructors, as well as policymakers.
Peer Review reports
Throughout the process of their academic journey, multiple learners have encountered some adverse events that might potentially impede their progress in acquiring a foreign language. Language learners may find speaking and writing to be more demanding and tough since they need to use their skills to produce spoken or written communications. Over the years, there have been several improvements in the techniques and methods used to teach speaking and writing in order to make the learning process simpler. As a result, despite numerous obstacles, some students are able to overcome them and persevere in their attempts to learn and utilize a second language. However, some students may struggle to overcome hurdles, perhaps leading to the development of foreign language anxiety (FLA). FLA is a condition that is marked by the experiencing of negative emotions, such as unease, anxiety, and nervousness, when engaging in tasks such as listening, writing, reading, and speaking in a language that is not one’s native tongue.
According to the definition provided by [ 1 ], anxiety refers to a phenomenon that is peculiar to a particular setting, when a person has a negative evaluation of their own communication skills within the framework of language acquisition. The research conducted by [ 2 , 3 ] suggests that anxiety in language learning may be categorized into three different components. The aforementioned components include communication apprehension, exam anxiety, and the concern of receiving poor evaluations. The concept of “communication apprehension” pertains to the anxiety experienced by pupils while interacting with people or encountering challenges in comprehending auditory information. The subsequent element of anxiety in the context of language acquisition is often referred to as test anxiety, which manifests when students have apprehension around their anticipated performance on an examination.
An EFL student who suffers from a phobia of negative assessment is one who intentionally avoids circumstances that have the potential to result in the formation of unfavorable judgments in the perceptions of other people, and who is uncomfortable with the perspectives that are held by other people. Similar research by [ 3 ] found that students’ personality traits (introversion vs. extroversion) significantly impact the degree to which they worry about failing their foreign language classes. In accordance with [ 4 ], students’ anxiety affects their classroom performance in ways that contribute to their development and progression. The Attentional Control Theory (ACT) offers an explanation for anxiety and its negative consequences, as proposed by [ 5 ]. Anxious students, according to the ACT, report high levels of worry and low levels of self-confidence, both of which are associated with poor outcomes [ 6 , 7 ].
The consequences of skill-based anxiety in second/foreign language learning have also been studied in recent studies. The studies looked at many forms of communication anxiety, such as listening, speaking, reading, and writing [ 8 , 9 ]. Research results presented previously indicate that students’ lack of motivation and poor performance may be traced back to their fear of public speaking, writing, reading, and listening. Recent research by [ 10 , 11 ] found that students’ ability to feel academically buoyant and control their emotions helped them deal with their nervousness during language learning.
Shyness is considered to be one of the personality traits that might contribute to anxiety while speaking a foreign language. This is mostly due to the fact that shyness tends to be more evident in social situations that include communication, particularly when people are speaking a language that is not their native tongue. In the words of [ 12 ], a shy person is typically fearful, has a tendency to talk less, and experiences uncomfortable feelings when communicating with others or when in unfamiliar situations. [ 13 ] defined two forms of shyness: frightened shyness and self-conscious shyness. As described by [ 14 , 15 ], terrified shyness is a sort of shyness that emerges when a person interacts with other individuals. The person’s knowledge that he or she is an integral part of a community that has the ability to assess the individual is a cause of the second sort of shyness.
Diverse constructs attributable to the learner can assist students in reducing potential shyness and anxiety in language classes and ensuring their well-being. The construct of self-esteem, which has been extensively investigated within the field of education, pertains to an individual’s subjective evaluation of their own worth or value [ 16 ]. Possessing elevated self-esteem is crucial for fostering healthy mental health and overall well-being. Having a high level of self-esteem is beneficial as it enables individuals to cultivate effective coping mechanisms, effectively navigate through challenging situations, and have a balanced viewpoint towards adverse experiences [ 17 ]. The classification of self-esteem is based on three levels: expanded, substantial, and inadequate self-esteem [ 18 ]. People with elevated self-esteem consistently see themselves as superior to others and engage in the practice of diminishing the capabilities of others. However, those who possess a high level of self-esteem tend to have a propensity for self-love and self-acceptance via placing faith in their own capabilities. On the contrary, those characterized by a diminished degree of se lack confidence in their own talents and exhibit doubt over their capacity to successfully complete a given activity.
The significance of self-esteem in EFL settings is highly emphasized owing to the distinctive characteristics of L2 education, as highlighted by [ 19 ]. According to [ 20 ], self-esteem refers to an individual’s belief in their own abilities and worth. [ 21 ] suggest that the construct being examined is derived from an individual’s subjective evaluations of their own talents, competencies, and social relationships. In the words of [ 22 ], self-esteem is closely connected to the process of self-evaluation, which encompasses cognitive evaluations that play a vital role in an individual’s perception of their own value and mental well-being. Following its establishment within the existing body of literature on the interplay between psycho-emotional factors and EFL settings, numerous studies have been undertaken to explore the relationship between self-esteem, optimistic feelings, academic drive, nervousness, accomplishment, retention, adaptability, and related variables [ 21 ].
In addition, EFL scholars have gone a step further over the past decade to investigate how students’ confidence affects their language skills and academic outcomes in areas like oral communication, written expression, reading comprehension, and listening [ 23 ]. In a similar line of inquiry, [ 24 ] reached the conclusion that structural elicitation plays a mediating role in the process of developing advanced and intermediate language learners’ speaking skills. The results of the research showed that students of another language who were able to demonstrate greater levels of self-esteem fared better on oral examinations when they were given in mixed groups. Evidence was discovered by [ 25 , 26 ] to support the hypothesis that teachers who demonstrate good social and emotional skills to their students play an essential role in the students’ personal growth in these areas.
Teacher support (TS) can also be critical in learners’ mental and psychological success. TS includes educators’ empathy, compassion, commitment, reliability, and warmth for their pupils [ 27 ]. On the basis of Tardy’s [ 28 ] social support paradigm, the wide viewpoint defines TS as the act of a teacher providing informational, instrumental, emotional, or appraisal assistance to a student, regardless of the setting in which the student is located. Supportive instructors respect and are passionate about in developing personal ties with their students, and they may provide aid, assistance, and guidance to pupils in need [ 29 ]. Effective assistance from the instructor is probably to make students feel comfortable and inspired, which will motivate them to put extra work into the course of study, become more involved in educational endeavors, and accomplish greater educational results [ 30 ]. TS is a complex concept that has been interpreted in a variety of ways. There are three components of TS that are central to the self-determination approach: encouragement of self-determination, commitment for engagement, and encouragement for regulation [ 31 ]. TS for their pupils may be broken down into four categories from an interpersonal standpoint: informative, essential, scrutiny, and emotional [ 32 ].
Research findings have indicated a significant positive relationship between TS and various dimensions of student engagement, including behavioral, cognitive, and emotional aspects. Furthermore, it should be noted that teacher support has the potential to indirectly impact students’ academic engagement by fostering good accomplishment emotions and mitigating negative success emotions [ 27 , 31 ]. Previous research has mostly focused on investigating teacher assistance in the context of general education [ 32 ], with minimal emphasis placed on its impact on students’ acquisition of a second language. Furthermore, it should be noted that teacher support has the potential to indirectly impact students’ academic engagement by fostering good accomplishment emotions and mitigating negative success emotions [ 33 ].
Previous research has mostly focused on investigating teacher assistance in the context of general education [ 32 ], with minimal emphasis placed on its impact on students’ acquisition of a second language. The significance of the teacher as a crucial source of positive reinforcement for learners in language courses has been recognized through the interpersonal character of language instruction and frequent communication between teachers and students [ 33 ]. Therefore, it is imperative to delve deeper into the exploration of teacher support as a fundamental factor associated with teachers [ 34 ].
As described by [ 35 ], CT is a process of continually assessing hypotheses in order to draw inferences about the world. [ 36 ] uses the phrase “reflective practices” to define critical thinking, which establishes a logical bridge between initial assumptions and well-grounded conclusions. The American Philosophical Association offers a definitive definition of CT by describing it as the process of making informed, self-controlled decisions by the use of evidence, reasoning, and logic [ 37 ]. Despite the fact that there is no universally accepted definition of CT, a large amount of research demonstrates the importance of CT in many walks of life, notably in accomplishing academic goals [ 38 , 39 ]. Students are in need to have an understanding of how to employ CT techniques in the classroom in order to learn, as [ 40 ] argued.
Moreover, [ 41 ] highlighted the central importance of CT in this debate by highlighting its ability to transform inactive participants into active questioners. Teachers, as the, are accountable for teaching and practicing deep understanding, yet CT is not a natural talent [ 42 ]. With these considerations in mind, the study of critical thinking and its beneficial impacts on academic success in EFL contexts (among many others) is a fruitful area in which to engage in educational inquiry. [ 43 ], for example, have examined the value of creating a model for instructing critical thinking in the EFL classroom. They came to the conclusion that students who are able to think critically are better equipped to develop their own methods of reflective learning. According to the findings of another research by [ 44 ], if EFL instructors acquire sufficient understanding about critical thinking, they will be able to use it in their own classes. Comparable reasons for the failure to properly deploy CT in EFL classrooms were cited by [ 39 , 44 ], who pointed to EFL instructors’ limited comprehension of CT and the discrepancy between teachers’ positive sentiments regarding CT and their actual classroom actions.
With these considerations in mind, the study of critical thinking and its beneficial impacts on academic success in EFL contexts (among many others) is a fruitful area in which to engage in educational inquiry. [ 45 ], for example, have examined the value of creating a model for instructing critical thinking in the EFL classroom. They came to the conclusion that students who are able to think critically are better equipped to develop their own methods of reflective learning. According to the findings of another research by [ 46 ], if EFL instructors acquire sufficient understanding about critical thinking, they will be able to use it in their own classes. Comparable reasons for the failure to properly deploy CT in EFL classrooms were cited by [ 47 ], who pointed to EFL instructors’ limited comprehension of CT and the discrepancy between teachers’ positive sentiments regarding CT and their actual classroom actions. Literature reviews reveal that students experience CT in various ways. CT also has a considerable impact on how students form their sense of self [ 48 ]. Moreover, [ 49 ] found that using CT enhanced both reading comprehension and language acquisition. EFL students with higher CT scores performed better in writing tasks, as shown by [ 50 ]. It was also concluded that CT boosted students’ ability to learn via exploration [ 51 , 52 , 53 ].
Given the substantial impact of the constructs mentioned above in facilitating the acquisition of a foreign language, as well as the limited amount of research investigating their interconnections, the main aim of this study was to investigate the influence of self-esteem, TS, and CT on reducing shyness and anxiety in the context of English as a Foreign Language in Iran. Drawing upon relevant academic literature and theoretical frameworks, a conceptual framework was developed to visually represent the dynamic interplay of the aforementioned elements. The proposed model (Fig. 1 ) was next subjected to CFA and SEM, which are both extensively used statistical methods for evaluating the construct validity of latent variables and the relationships among multiple variables, respectively. In order to accomplish the goals of the study, the researchers developed the following research inquiries:
To what extent does the development of self-esteem skills among EFL learners help to the reduction of shyness and anxiety?
To what extent does the development of teacher support among EFL learners help to the reduction of shyness and anxiety?
To what extent does the development of critical thinking skills among EFL learners help to the reduction of shyness and anxiety?
In light of the aforementioned research inquiries, the subsequent null hypotheses were put forth:
The development of self-esteem skills among EFL learners does not help to the reduction of shyness and anxiety.
The development of teacher support among EFL learners does not help to the reduction of shyness and anxiety.
The development of critical thinking among EFL learners does not help to the reduction of shyness and anxiety.
The suggested model
Context and participants.
There was a total of 385 students who took part in the study, with men making up 33% of the group and women the other 68.47%. All respondents were Iranian pursuing English learning in private language institutions (Mashhad, northeast of Iran); their ages varied from 16 to 19 with a median of 17. The survey was conducted in English since respondents were proficient enough in the language (upper and intermediate levels) to answer questions in the intended language. Those who were interested in taking part completed an electronic permission form and sent it to the study’s organizers. The researchers made it very apparent that taking part in the study was entirely optional and that individuals might stop participating at any moment. Researchers also promised participants that their comments would be kept secret and that they would be updated on the study’s findings. It is worth mentioning that the studies involving human participants were reviewed and approved by the Research Ethics Review Committee at Private Language Institutions in Mashhad (Approval No. 29/213,087/2 M).
The Foreign Language Learning Self-esteem Scale (FLLSE) was used in order to investigate the levels of self-esteem held by university students studying EFL. Using a Likert scale with five points, this tool was designed by [ 18 ]. The scale ranges from 1 (strongly disagree) to 5 (strongly agree). The FLLSE is comprised of a total of 25 questions, which are broken down into four categories: (1) language competence (e.g., “I possess a high level of comprehension in the English language.”), (2) actual in-class language use (e.g., “I am available to participate in any English classroom activities as a volunteer.”), (3) in-class correlations (e.g., “I participate in English classroom activities with reluctance.”), and (4) attitude toward behavior (e.g., “I am not well-liked by my English classmates.”). In this particular investigation, the dependability of this instrument was evaluated, and the result of the Cronbach alpha coefficient was found to be satisfactory (α = 0.851).
In order to conduct an evaluation of teacher support, [ 26 ], Teacher Support Measure (TSM) with two subsections was used. These subsections included four items each for teacher academic support and teacher personal support. On a Likert scale of five points, each item was given a score ranging from 1 (always) to 5 (never). For the purpose of evaluating subject-specific teacher assistance, these questions have been revised with the addition of the word “English.” Cronbach’s alpha indicated that the reliability of this scale was satisfactory (with scores ranging from 0.811 to 0.892.
CT was evaluated using the Watson–Glaser Critical Thinking Appraisal Form A (WGCTAF) by [ 54 ], who were studying university students’ CT. This measure is broken up into five categories: inference, identifying assumptions, making deductions, interpretation, and assessment. Each category has a total of 32 questions. Cronbach’s alpha was determined to be adequate in this investigation (α = 0.865), as reported.
To determine the degree of shyness among the participants the McCroskey Shyness Scale (MSS) [ 55 ] was applied. The participants were asked to rate how much they agreed or disagreed with each of 14 statements (e.g., I keep thinking that the other students are better at languages than I am.) on a 5-point scale, with 1 being a strong disagreement and 5 representing a strong agreement. The study’s results were corroborated by Cronbach’s alpha, which suggested that the reliability of this scale was good (α = 0.876).
The Foreign Language Classroom Anxiety Scale (FLCAS), which was developed and validated by [ 2 ], was used in an investigation of the degree to which university students suffer anxiety when studying a foreign language. The 33 questions on this scale, which uses a Likert scale with five points (range from strongly agree to strongly disagree), were chosen to evaluate communication anxiety, fear of unfavorable evaluation, exam anxiety, and anxiety associated with learning a foreign language. Cronbach’s alpha indicated that the reliability of the FLCAS was satisfactory (with scores ranging from 0.833 to 0.862), and this was supported by the findings of the study.
In 2023, researchers conducted the data collection procedure. Online forms (specifically Google Forms) were used to collect the data. This online survey has five sections: the FLLSE, TSM, WGCTAF, MSS, and FLCAS. As a result of the fact that the participants had the requisite qualifications to respond to the text in English, the scales were written in the target language, and translation was not required. Due to the rigorous preparation of the computerized survey, there would have been little likelihood of any data being lost. The Kolmogorov-Smirnov test was first used to look at the data distribution. Data screening confirmed the normality of the data, demonstrating the reliability of parametric methods. Given the assumption of normal distribution in the data, CFA and SEM were conducted using LISREL 8.80. CFA is a statistical method used to validate the component structure of a given collection of observed data. Additionally, CFA enables researchers to examine if there is a connection between observable variables and the latent constructs that underlie them [ 56 , 57 ].
This part provides an exposition of the findings derived from the data analysis, with comprehensive elucidations for each constituent element. The first phase (Table 1 ) entails the analysis of descriptive data about the different elements of each instrument.
Upon considering self-esteem, the prevailing course of action was seeking out Attitude toward Behavior in the Class of Foreign Language, with a mean score of 23.600 and a standard deviation of 6.062. Upon deconstructing the major factors of the TS scale, it was shown that Teacher Personal Support had the highest average value (M = 14.395, SD = 3.684) compared to the other core variables within the scale. The variable of Recognizing Assumptions had the highest level of significance in relation to CT. The average score on the fourth instrument, Shyness, was 35.584, with a standard deviation of 11.406. Moreover, Fear of Negative Evaluation exhibited a mean score of 30.161, accompanied by a standard deviation of 9.603.
The data was then subjected to the Kolmogorov-Smirnov test in order to identify any anomalous patterns. The results are shown in Table 2 .
Based on the data shown in Table 2 , the values of all instruments and their respective components are above the threshold of 0.05. As a result of this observation, it may be inferred that parametric approaches are appropriate for the analysis of the data.
In this study, the link between self-esteem, TS, CT, shyness, and anxiety are examined using a Pearson product-moment correlation analysis.
Referring to Table 3 , the association between self-esteem, shyness, and anxiety subcomponents were negative. The variables of shyness (r = -0.834), communication anxiety (r = -0.794), fear of negative evaluation (r = -0.782), test anxiety (r = -0.713), and anxiety of foreign language class (r = -0.743) demonstrated a significant correlation. Furthermore, it was shown that there were statistically significant negative relationships between TS, shyness, and anxiety subcomponents. The variables examined in this study were shyness (r = -0.940), communication anxiety (r = -0.883), fear of negative evaluation (r = -0.877), test anxiety (r = -0.846), and anxiety of foreign language class (r = -0.908). Moreover, there was a significant negative correlation observed between the subcomponents of anxiety, shyness, and CT. Specifically, the correlations were as follows: shyness (r = -0.563), communication anxiety (r = -0.645), fear of negative evaluation (r = -0.679), test anxiety (r = -0.609), and anxiety of foreign language class (r = -0.655).
The results are shown in Table 4 , which demonstrates that all of the fitness levels for Model 1 fall within the permissible thresholds. The aforementioned values consist of the chi-square/df ratio (2.958), the root-mean-squared error of approximation (RMSEA) (0.071), the goodness-of-fit (GFI) (0.947), the goodness-of-fit (NFI) (0.938), and the comparative fit index (CFI) (0.962).
In addition, Table 4 provides further evidence that the chi-square/df ratio (2.994), the RMSEA (0.072), the GFI (0.956), the NFI (0.961), and the CFI (0.978) all meet the criteria for a satisfactory fit with respect to Model 2.
The symbolic representation of the values of the path coefficients (Model 1)
T values for path coefficient significance (Model 1)
The visual representation of the relationship among the components is shown in Figs. 2 and 3 , as well as in Table 5 . The standardized estimates and t-values indicate a significant correlation between self-esteem and shyness (β = -0.80, t = -22.76), as well as between TS and shyness (β = -0.93, t = -31.12). Furthermore, the relationship between CT and shyness (β = -0.54, t = -8.23) was found to be negative. Similarly, negative relationships were seen between self-esteem and anxiety (β = -0.74, t = -17.65), TS and anxiety (β = -0.86, t = -25.12), as well as CT and anxiety (β = -0.62, t = -12.23).
The symbolic representation of the values of the path coefficients (Model 2)
T values for path coefficient significance (Model 2)
The detailed relationships among the subscales are illustrated in Figs. 4 and 5 as well as Table 6 .
The results indicate a significant and unfavorable correlation between the subsequent factors: Self-esteem and shyness (β= -0.80, t= -22.43), TS and shyness (β= -0.93, t= -30.74), as well as CT and shyness (β= -0.54, t= -7.76). In a similar vein, a statistically significant association was observed between the subscales, namely self-esteem and communication anxiety (β= -0.78, t= -20.81), TS and communication anxiety (β=-0.87, t= -25.33), CT and communication anxiety (β =-0.61, t= -11.59), self-esteem and fear of negative evaluation (β= -0.76, t= -18.84), TS and fear of negative evaluation (β=-0.85, t= -24.76), as well as CT and fear of negative evaluation (β=-0.66, t= -13.27). The results indicate that there were negative and statistically significant relationships between self-esteem and test anxiety (β=--0.69, t= -14.32), TS and test anxiety (β=-0.82, t= -22.95), CT and test anxiety (β=-0.58, t= -9.64), self-esteem and anxiety of foreign language class (β=-0.72, t= -16.55), TS and anxiety of foreign language class (β=-0.90, t= -28.68), and TS and anxiety of foreign language class (β=-0.64, t= -12.88).
The primary objective of this research was to examine the correlation between self-esteem, TS, and CT with shyness and anxiety in language courses within an EFL environment. Consequently, a model was constructed and assessed using SEM to illustrate the interrelationships among these components in this study. The results indicate that self-esteem, TS, and CT strongly influenced the levels of shyness and anxiety experienced by students in language lessons. The mediating effects of self-esteem, TS, and CT are emphasized and discussed below in relation to the connections shown in Models 1 and 2.
The first inquiry was to ascertain the degree to which the elevated levels of self-esteem among EFL students influenced the reduction of shyness and anxiety in language lessons. The findings revealed that pupils with higher self-esteem levels felt lesser shyness and anxiety. The theoretical implications of this discovery might be debated. The idea of self-esteem is supported theoretically by both self-determination theory and self-identity theory [ 16 , 18 ]. EFL leaners may benefit from self-esteem both directly and indirectly since it helps them develop a good sense of self, which in turn fosters positive attitudes about schoolwork and evaluations. The favorable effect of self-esteem on shyness and anxiety, which are fundamental ideas in the field of EFL, is consistent with the results of [ 58 ], who came to a similar conclusion.
A positive self-concept, which is a result of self-esteem, assists language learners in cultivating robust cognitive, metacognitive, and problem-solving abilities. This conclusion aligns with the fundamental principles of social-cognitive theory [ 55 ], which emphasize the need of students actively monitoring and assessing their own performance and making necessary modifications to optimize their efficacy. The self-determination theory proposed by [ 59 ] states that an increase in an individual’s level of self-awareness results in improvements in that person’s levels of motivation, satisfaction, and social participation.
With regard to the second research question, it was found that EFL students who perceived high levels of TS felt more confident and less shy. The acquisition of a foreign language is often facilitated inside a classroom setting, when learners are supported by teachers and their peers. This particular circumstance might elicit feelings of worry, particularly among those who possess introverted tendencies, since they harbor apprehensions of potential unfavorable challenges. Through the process of identifying these learners, educators may get an understanding of the specific sort of motivation that drives their engagement with EFL learning. Additionally, educators can assess the extent to which these learners are inclined to engage in communicative activities, and subsequently, tailor instructional techniques that align with their individual learning requirements [ 60 ].
Based on an analysis of students’ personality traits, such as shyness, and their level of readiness to speak, an educator may assess their engagement in classroom activities and then adapt the curriculum as needed. For instance, in the event that a greater number of introverted students exhibit hesitancy in participating actively during classroom discussions, it may be beneficial to allocate a greater proportion of the curriculum to pair work or solo tasks. This approach aims to provide a learning environment that minimizes the perceived risks associated with public speaking. This finding is supported by the outcomes of [ 61 , 62 ]. They discovered a positive correlation between the level of shyness and the level of fear of language class anxiety, such that an increase in shyness is accompanied by an increase in class anxiety, and conversely, a decrease in shyness is accompanied by a decrease in class anxiety.
The third purpose of this research was to determine whether introverted and anxious feelings diminished in EFL students who used CT. According to the results, students may better safeguard and increase their chances of success by strengthening their conceptual and metacognitive abilities. The results of the second model show that CT significantly declined shyness and anxiety components. To restate, CT directs EFL students in their assessments of the value of the university and their sense of belonging there, as well as in their convictions regarding the efficacy of their language classes. Students are highly encouraged to actively participate in class debates and other speaking exercises, since they are an essential component of any language education [ 15 , 57 ].
This conclusion is logical when one takes into account the fact that students perceptions broaden as they acquire proficiency in language abilities. The CT of EFL students has a significant role in shaping their feeling of identity and academic success. As students actively participate in CT techniques, they increasingly undergo beneficial transformations in their attitudes and beliefs. The researchers [ 40 , 44 , 49 ] reached identical findings. They have shown that there is a correlation between the ability to participate in advanced cognitive processes, self-control, interpersonal skills, and belief in one’s own abilities.
In brief, this study set out to examine the potential relationships that exist among self-esteem, TS, and CT to shyness and anxiety at tertiary institutions. In this study, a model hypothesis is generated and tested using structural equation modeling and factor analysis. The findings show that self-esteem, TS, and CT have substantial effects on EFL students’ positive attitudes and academic success. The acquired results supported the suggested model, validating the predictive abilities of self-esteem, TS, and CT to shyness and anxiety. The extent to which EFL students engaged in self-esteem and CT as well as teacher support influenced not only their willingness to communicate but also their academic achievement.
In order to ensure that self-esteem, TS, and CT are successfully implemented, it is imperative that professors and other instructors at schools, universities, and private institutions take an active role in the development and upkeep of an atmosphere that is receptive to such an endeavor. They are required to learn the information essential to cultivate self-esteem, TS, and CT inside their respective courses. EFL teachers can get these strategies from courses taken both during training and prior to employment. Moreover, it is crucial to include actionable techniques for cultivating and implementing self-esteem, TS, and CT within the context of EFL instruction. In order to give sufficient opportunities for learners to gain the necessary skills and to grantee the whole education and society, appropriate activities and materials should be designed. An effective method of providing support to EFL students is by promoting the development of a growth mindset. This will aid learners in discovering a clear and meaningful objective, while also strengthening their feeling of inclusion and connection. The individuals will have both immediate and enduring objectives to strive for, and each accomplishment will be seen as a significant triumph.
Students are expected to advance toward a condition in which the application of appropriate procedures will become natural, and the capabilities of learning will grow into an intuitive form, via the completion of a range of tasks in the classroom. It was highly suggested that those charged with building educational curriculum, developing educational policy, and generating new materials take into consideration the important impacts of self-esteem and CT when they are creating new materials and tasks. EFL students at schools, institutions, and universities may, in addition to other types of academic work, participate in activities that put practical ways for increasing the impacts of self-esteem and CT into practice. These activities may include things like simulations, role-playing games, discovery learning activities, and oral presentations. The provision of additional open conversation channels with the subject matter of self-esteem, TS, and CT, as well as the management of shyness and anxiety at the upper intermediate level, may be an additional beneficial chance to strengthen these abilities and practice their language.
Based on the findings of this study, EFL educators are urged to redesign their curricula and create assessments with the students’ needs in mind. Encouraging students to take an active part in their own education, as well as directing and improving the development of self-help structures, may improve the quality of teaching and assessment in any educational setting. Increasing their proficiency in digital media is a priority for both students and teachers. With this knowledge in hand, both students and teachers may feel secure throughout language instruction and assessment.
The present research, similar to earlier investigations, has numerous limitations: (1) This investigation was carried out using quantitative analytic methods. Using mixed-method approaches provides for a more in-depth look, and they are avenues that may be pursued for future study. (2) As previously stated, it is critical for EFL teachers to play a role in the development of self-esteem, CT, and other self-aid constructs in their pupils. This element was not taken into consideration throughout our study. Further research may be able to investigate how teachers’ own levels of self-esteem and CT impact students’ self-esteem and CT. (3) The learners’ diverse backgrounds, as well as their demographic data, were not taken into consideration in this study. These difficulties may be addressed in future study, and it may be studied to what extent differences in sociocultural environment and demographic information may have an influence on the nature of the link between self-esteem, TS, CT, shyness, and anxiety. (4) Inclusion of students from other faculties and institutions would aid in gaining an overview of the outcomes. This inquiry may be carried out in diverse educational situations, including as schools and private language institutions, in the course of future research. (5) In future research, possible investigators may choose to focus on the relationship between self-esteem, TS, CT, shyness, anxiety and other learner-ascribed traits including buoyancy, grit tendencies, readiness to speak, and identity construction/reconstruction.
The dataset of the present study is available upon request from the corresponding author.
English as a Foreign Language
Confirmatory Factor Analysis
Structural Equation Modeling
Foreign Language Anxiety
Attentional Control Theory
Teacher Support
Critical Thinking
The Foreign Language Learning Self-esteem Scale
Teacher Support Measure
The Watson–Glaser Critical Thinking Appraisal Form A
The McCroskey Shyness Scale
The Foreign Language Classroom Anxiety Scale
The Root-Mean-Squared Error of Approximation
The Goodness-of-fit
The Comparative Fit Index
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TH made substantial contributions to conception and design. Data was collected by TH. Data analysis and interpretation was done by TH and LL. TH conducted the intervention and participated in drafting the manuscript. TH and LL revised the manuscript critically for important intellectual content and finally approved the manuscript.
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The studies involving human participants were reviewed and approved by the Research Ethics Review Committee at Private Language Institutions in Mashhad (Approval No. 29/213087/2 M). Written informed consent to participate in this study was provided by the participants. All the experiments in our study were conducted in accordance to the relevant guidelines and regulations of 1963 Helsinki declaration and its later amendments.
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Li, L., Heydarnejad, T. May I come in? A probe into the contributions of self-esteem, teacher support, and critical thinking to anxiety and shyness in language classes. BMC Psychol 12 , 7 (2024). https://doi.org/10.1186/s40359-023-01501-y
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Critical thinking is the ability to effectively analyze information and form a judgment. To think critically, you must be aware of your own biases and assumptions when encountering information, and apply consistent standards when evaluating sources. Critical thinking skills help you to: Identify credible sources. Evaluate and respond to arguments.
It makes you a well-rounded individual, one who has looked at all of their options and possible solutions before making a choice. According to the University of the People in California, having critical thinking skills is important because they are [ 1 ]: Universal. Crucial for the economy. Essential for improving language and presentation skills.
1. Logic is the study of arguments. Critical thinking is application of logic. 2. Without critical thinking we would not survive for long. Even if we do, life would be empty 3. TV ads and newspapers are full of it 4. Critical thinking is clear and logical thinking. 5. If a thing is supported by sound/cogent arguments, we should believe it.
[1] Questions of Logic in Critical Thinking. Let's use a simple example of applying logic to a critical-thinking situation. In this hypothetical scenario, a man has a PhD in political science, and he works as a professor at a local college. His wife works at the college, too. They have three young children in the local school system, and ...
In a seminal study on critical thinking and education in 1941, Edward Glaser defines critical thinking as follows "The ability to think critically, as conceived in this volume, involves three things: ( 1 ) an attitude of being disposed to consider in a thoughtful way the problems and subjects that come within the range of one's experiences ...
Part of critical thinking is the ability to carefully examine something, whether it is a problem, a set of data, or a text. People with analytical skills can examine information, understand what it means, and properly explain to others the implications of that information.
Learn for free about math, art, computer programming, economics, physics, chemistry, biology, medicine, finance, history, and more. Khan Academy is a nonprofit with the mission of providing a free, world-class education for anyone, anywhere.
Critical thinking is the analysis of available facts, evidence, observations, and arguments in order to form a judgement by the application of rational, skeptical, and unbiased analyses and evaluation. The application of critical thinking includes self-directed, self-disciplined, self-monitored, and self-corrective habits of the mind, thus a critical thinker is a person who practices the ...
A crucial part of critical thinking is identifying missing or assumed information in order to effectively evaluate an argument. In this example, the missing premise might be that, "She is your boss, and you have to do what she asks you to do." Or it might be that, "She is the woman you are interested in dating, and if you want a real ...
Critical Thinking. Critical thinking is a widely accepted educational goal. Its definition is contested, but the competing definitions can be understood as differing conceptions of the same basic concept: careful thinking directed to a goal. Conceptions differ with respect to the scope of such thinking, the type of goal, the criteria and norms ...
1 - Critical Thinking Since ancient times, the concept of critical thinking has been associated with persuasive communication, usually in the form of speeches, scholarly texts, and literature. ... The problem-solving part of critical thinking involves applying or executing a conclusion or solution. You will want to choose the best, so this ...
Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. Paul and Scriven go on to suggest that ...
Definition. Simply put, critical thinking is the act of deliberately analyzing information so that you can make better judgements and decisions. It involves using things like logic, reasoning, and creativity, to draw conclusions and generally understand things better. This may sound like a pretty broad definition, and that's because critical ...
A deep dive into critical thinking (part 1) - what is it and how is it taught? Mauricio Shiroma . Published 07 September 2022. Life Competencies Adult Learners Teens Young Learners Insights, Research and Linguistics We all agree that critical thinking is important, but there is a lack of consensus about what critical thinking is and how to ...
Critical thinking is a kind of thinking in which you question, analyse, interpret , evaluate and make a judgement about what you read, hear, say, or write. The term critical comes from the Greek word kritikos meaning "able to judge or discern". Good critical thinking is about making reliable judgements based on reliable information.
This is a misconception. Critical thinking is quite compatible with thinking "out-of-the-box," challenging consensus views, and pursuing less popular approaches. If anything, critical thinking is an essential part of creativity because we need critical thinking to evaluate and improve our creative ideas. II. The Importance of Critical Thinking
Here are three definitions of critical thinking by leading researchers. First, Robert Ennis's classic definition:1. Critical thinking is reasonable, reflective thinking that is focused on decid-ing what to believe or do. 1. Even before you start reading this text, begin by examining your own con-cept of critical thinking.
Critical thinking is the analysis of facts to form a judgment. The subject is complex, and several different definitions exist, which generally include the rational, skeptical, unbiased analysis, or evaluation of factual evidence. Critical thinking is self-directed, self-disciplined, self-monitored, and self-corrective thinking.
Part 1 of the TechNyou critical thinking resource.The resource covers basic logic and faulty arguments, developing student's critical thinking skills. Suitab...
The Foundation for Critical Thinking says, "Critical thinking can be seen as having two components: 1) a set of information and belief-generating and processing skills, and 2) the habit, based on intellectual commitment, of using those skills to guide behavior.". In other words, good critical thinkers know how to analyze and evaluate ...
Lesson 1: Meaning and Nature of Philosophy- etymologically meaning- Philosophy- constructive and critical side side- understanding of wisdom- Philosophize, S...
will continue the discussion of ethical reasoning, with part two focused on the importance of distinguishing ethics from modes of thought: namely theology, social conventions, and the law. References Paul, R., & Elder, L. (2006a). Critical thinking: Tools for taking charge of your learning and your life (2nd ed.). Upper Saddle River, NJ ...
This is Part I of a two-part reflection by Robert Ennis on his involvement in the critical thinking movement. Part I deals with how he got started in the movement and with the development of his influential definition of critical thinking and his conception of what critical thinking involves. Part II of the reflection will appear in the next issue of INQUIRY, Vol. 26, No. 2 (Summer 2011), and ...
Here are six common transferable skills, with examples of how they might show up in different roles. Use this list to help identify your own transferrable skills. 1. Critical thinking. Critical thinking is the ability to evaluate, synthesize, and analyze information in an objective manner in order to produce an original insight or judgement.
Critical thinking is best exemplified by which EMT? Question content area bottom Part 1 A. An EMT decides that a patient in an agitated state is just in a mild panic attack and needs to calm down. B. An EMT's first impression of a patient with altered mental status is that the patient is on drugs.
CRITICAL THINKING Lesson 1: Why is Critical Thinking Important? INTRODUCTION "What we must do is to survey all those gifts of mind and temperament that in combination bear upon military activity." - Vom Kriege, On War, 100 Carl von Clausewitz (1780-1831) ... Part 1 (2012) (2022) Stafford, Critical Thinking: Something to Think About, Part 2 ...
To this end, the current research intended to gauge the effects of self-esteem, teacher support, and critical thinking on anxiety and shyness in language classes. 385 language learners attending English language institutions took part in this research.
As part of the human-computer interaction (HCI) that artificial intelligence has, it has a specific effect on developing critical thinking skills, which is what this study is looking at. The purpose of this study was to determine the impact of AI friend apps on EFoLLe (English foreign language learners) interactions with technology.
Key Takeaways: SWOT stands for S trengths, W eaknesses, O pportunities, and T hreats. A "SWOT analysis" involves carefully assessing these four factors in order to make clear and effective plans. A SWOT analysis can help you to challenge risky assumptions, uncover dangerous blindspots, and reveal important new insights.
In a seminal study on critical thinking and education in 1941, Edward Glaser defines critical thinking as follows "The ability to think critically, as conceived in this volume, involves three things: ( 1 ) an attitude of being disposed to consider in a thoughtful way the problems and subjects that come within the range of one's experiences ...