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الدوريات والمجلات الأكاديمية

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Subject: search.filters.subject.critical thinking

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    Thinking about Thinking: Unveiling Self-Regulation as a Critical Thinking Skill in EFL Settings
    (المجلة الجزائرية لعلوم اللسان - كلية اللغة العربية وأدابها - جامعة الجزائر 02 أبو القاسم سعد الله, 2025-06-12) Guerniche, Mariem; El-mechta, Lamia
    In the context of 21st century education, fostering critical thinking skills has become a cornerstone of higher education, particularly in EFL settings. This study investigates the metacognitive dimension of critical thinking, focusing on self-regulation skills encompassing self-examination and self-correction subskills. Conducted with Master 1 EFL learners of Applied Linguistics at Mentouri University, Constantine 1, the research aims to assess students’ self-regulation abilities, compare their self-perception with their actual performance, and provide insights into their reflective reasoning processes. Using a quantitative approach, the study employed a test based on Facione’s (1990) critical thinking model, divided into two sections: a self-assessment Likert scale and multiple-choice questions measure. The findings revealed a moderate level of self-regulation among participants, with noticeable discrepancies between self-assessed abilities and actual performance. The study concludes with recommendations for pedagogical interventions aimed at improving students’ self-regulation skills and calls for further research to explore longitudinal and qualitative dimensions of self-regulated critical thinking.
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    Efl Students’ Attitudes And Practices Of Close Reading Strategies For Monitoring Comprehension And Promoting Critical Thinking A Case Of Two First-year Groups At Oum-el-bouaghi University
    (مخبر اللسانيات التطبيقية وتعليم اللغات, 2021-12-13) Zebbouchi, Hadjer; Bacher, Ahmed
    This study examines tertiary EFL students’ attitudes towards practicing close reading of complex informational and literary texts and purports to answer two questions: what are tertiary EFL students’ attitudes towards close reading of complex texts? And how effectively do they practice close reading strategies to monitor comprehension and promote critical thinking? To this end, a questionnaire has been administered to collect pertinent data from two first-year EFL groups at Oum-El-Bouaghi University. Findings reveal that respondents resort to rereading and annotation techniques in preference to raising text-based questions and engaging in group discussions; whereas, their comprehension-repair strategies show some spontaneous close reading practices despite being unfamiliar with this concept. However, their strategies tend to lack firm metacognitive skills involved in higher-order thinking. This problem, which has resulted from inadequate reading instructions and scant independent reading in their schooling years, has led to repercussions on students’ readiness for university reading.