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English as a Foreign Language Teachers’ Critical Thinking Ability and L2 Students’ Classroom Engagement

Critical thinking has been the focus of many studies considering the educational and social contexts. However, English as a foreign language (EFL) context is the one in which studies about critical thinking and its link to classroom engagement have not been carried out as much as expected. Hence, th...

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Autor principal: Yan, Ziguang
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8632756/
https://www.ncbi.nlm.nih.gov/pubmed/34867682
http://dx.doi.org/10.3389/fpsyg.2021.773138
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author Yan, Ziguang
author_facet Yan, Ziguang
author_sort Yan, Ziguang
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description Critical thinking has been the focus of many studies considering the educational and social contexts. However, English as a foreign language (EFL) context is the one in which studies about critical thinking and its link to classroom engagement have not been carried out as much as expected. Hence, this study investigated to understand the association between EFL teachers’ critical thinking ability and students’ classroom engagement to get a broader understanding of the impact critical thinking has on students’ success. To do this, firstly, both variables of this study are defined and explicated. Then, the relationship between critical thinking and students’ classroom engagement is discussed. Finally, the implications of this research and also its limitations along with suggestions for further studies are put forward.
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spelling pubmed-86327562021-12-02 English as a Foreign Language Teachers’ Critical Thinking Ability and L2 Students’ Classroom Engagement Yan, Ziguang Front Psychol Psychology Critical thinking has been the focus of many studies considering the educational and social contexts. However, English as a foreign language (EFL) context is the one in which studies about critical thinking and its link to classroom engagement have not been carried out as much as expected. Hence, this study investigated to understand the association between EFL teachers’ critical thinking ability and students’ classroom engagement to get a broader understanding of the impact critical thinking has on students’ success. To do this, firstly, both variables of this study are defined and explicated. Then, the relationship between critical thinking and students’ classroom engagement is discussed. Finally, the implications of this research and also its limitations along with suggestions for further studies are put forward. Frontiers Media S.A. 2021-11-12 /pmc/articles/PMC8632756/ /pubmed/34867682 http://dx.doi.org/10.3389/fpsyg.2021.773138 Text en Copyright © 2021 Yan. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Yan, Ziguang
English as a Foreign Language Teachers’ Critical Thinking Ability and L2 Students’ Classroom Engagement
title English as a Foreign Language Teachers’ Critical Thinking Ability and L2 Students’ Classroom Engagement
title_full English as a Foreign Language Teachers’ Critical Thinking Ability and L2 Students’ Classroom Engagement
title_fullStr English as a Foreign Language Teachers’ Critical Thinking Ability and L2 Students’ Classroom Engagement
title_full_unstemmed English as a Foreign Language Teachers’ Critical Thinking Ability and L2 Students’ Classroom Engagement
title_short English as a Foreign Language Teachers’ Critical Thinking Ability and L2 Students’ Classroom Engagement
title_sort english as a foreign language teachers’ critical thinking ability and l2 students’ classroom engagement
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8632756/
https://www.ncbi.nlm.nih.gov/pubmed/34867682
http://dx.doi.org/10.3389/fpsyg.2021.773138
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