International Journal of Pedagogics
205
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue04 2025
PAGE NO.
205-207
10.37547/ijp/Volume05Issue04-54
1
Methods of Information Search and Analysis in The Formation
of Critical Opinion of Future English Teachers
Tojiboyeva Shokhistakhon Komiljonovna
Acting Associate Professor of the Interfaculty Department of Foreign Languages of the Termez University of Economics and Service,
Doctor of Philosophy (PhD) in Pedagogical Sciences, Uzbekistan
Received:
26 February 2025;
Accepted:
22 March 2025;
Published:
25 April 2025
Abstract:
This article highlights the role, theoretical foundations and practical significance of methods of
information search and analysis in the process of forming the critical opinion of future English teachers. It is also
emphasized that the future English teacher should have thorough knowledge and skills in such matters as media
literacy, identification of manipulations, selection of a reliable source, due to his work with foreign language
resources, foreign articles, scientific research, messages circulating on social networks. The article talks in detail
about how methods of information search and analysis are integrated into the process of non-traditional
education, at what stages such methods are effective. It is noted that the future English teacher, using interactive
techniques, provides students with the opportunity not to “ready” knowledge, but to independently search,
conclude with proof-proof, and form the skill of distinguishing manipulative messages.
Keywords:
Critical thought, information flow, analysis, method, evidence, source, literacy, media, methodology,
interactive methods, facilitator, motivation, manipulation, media literacy.
Introduction:
In the age of modern globalization,
knowledge of a foreign language involves not only the
acquisition of linguistic skills, but also the competencies
of effective analysis, tracing, sorting and inference of
the flow of information coming from various sources.
In this process, the future English teacher must rely not
only on a set of linguistic knowledge, but also on
comprehensive information resources, have the skills
to analyze them objectively. This also requires the
individual to think critically, to study alternative
arguments in every possible way, to properly organize
the search for information.
Critical thought is a complex activity consisting of the
processes of meaning-content, evidence from it rather
than receiving information in a simplified form,
determining the reliability, context of the source,
author's position, substantiating evidence, comparing
with competing sources, drawing conclusions. The fact
that future English teachers will teach future students
such skills, focus on information search and analysis
techniques in the linguistic lessons themselves will
ensure high efficiency in education.
Critical thought is an individual's ability to make
an independent conclusion by making a reasonable and
objective assessment of various information or
messages, evaluating alternative arguments, analyzing,
not busy reasoning, comparing different sources and
views [1]. John Dewey also interpreted critical thought
as "reflexive thinking", stating that the individual “does
not immediately accept opinions and conclusions of
different manifestations, but rather through questions,
research, analytical ap
proach " Why is this?”
, "On
which argument?”, “What contradictory thoughts can
there be?"should be checked with questions such as,
he notes [2]. Therefore, critical thought is an important
factor that determines the strong social and intellectual
potential of a person and is recognized as one of the
leading competencies in today's information society.
The importance of critical thought in education.
Modern education implies an activity based not only on
memorization or acceptance of ready-made facts, but
also on independent research, conclusion based on
evidence-proof, examination of alternative points. A
new generation of students may also be exposed to
feyk news, propaganda, misinterpretations due to
students being exposed to various information
streams, in particular the internet, social networks,
multimedia channels, online publications. In such a
case:
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
• Critical thinking protects readers from information
attacks.
• Students can independently research on a particular
issue and draw conclusions based on unbiased
evidence.
• Also provides the basis for analyzing various
arguments in debates, rejecting or accepting conflicting
opinions.
While the future English teacher works in a media
environment, in a global information space, he turns to
various blogs, foreign newspapers-magazines, scientific
articles and books, recommending these resources to
his readers. If in this process the teacher himself does
not have the skills of critical thinking and seeking
information, false or manipulative messages can lead
to the spread of morally and culturally harmful content.
Therefore, it is necessary that the future teacher knows
the basic principles of seeking information within his
subject, is active in various search engines (Google
Scholar, online libraries, social networks), has such
critical thinking skills as assessing the scientific
reliability of sources, providing evidence, identifying
plagiarism or fake news, noticing manipulation, is able
to demonstrate this experience to students in classes.
The formation of critical thinking in pedagogical activity
is carried out with reference to such processes as the
application of interactive methods between the
teacher and the student, the search for information
sources and the transformation of the assessment
process into a natural part of the lesson. In his work
“Democracy and education”, John Dewey argues that
critical thinking is the foundation of a democratic
society and achieves a high culture and intellectual
development
through
individuals
'
inference,
justification of their own opinion, consistent
assessment of colorful arguments. Paulo Freire also
acknowledges that in the ideas of critical pedagogy, the
formation of the student as an independent and
creative person develops not by “Ready knowledge”,
but rather by
solving “problem situations”in an
analytical approach.
METHODOLOGY
methodological principles for the future English
teacher.
1.
The principle of activism and cooperation:
students or students must independently seek
resources, analyze within the community, and express
their conclusions in the form of controversy.
2.
Cross-science integration: English enriches
subject study-critical thinking by integrating with
geography, history, culture, socio
–
political science,
rather than being limited to teaching grammar alone.
3.
Impartiality and evidence-based: examination
of source reliability in the search for information,
attention to work with scientific results, statistics,
analytical articles, authoritative publications.
4.
The art of
asking questions: "Why?” , “What
proof?” , "Is there any other information?” , “What
contradictory thoughts can there be? critical questions
like " should be constantly involved.
Types of methods of information search and analysis.
Prospective English teachers in debate (debate) defend
two (or more) opposing positions on a particular topic
in the course of a class or in special “debate clubs”. In
this they are:
• They look for resources for the thought they want to
defend;
• In the search process, they fin
d official Articles, News,
statistics, expert opinions;
• They also find convincing evidence to deny or refute
the opposite opinion.
During the debate, a process is carried out to jointly
analyze various found sources, assess their level of
reliability, determine whether there are manipulative
elements. As a result, students actively use the
information seeking method in critical thinking [3].
Case-study method. Analysis of Real or artificially
created reality (keys)in a group or individual order. For
examp
le, keys, such as” three articles on the policy of a
foreign School on compulsory uniforms “or” various
sources on Global climate change". Students read case
and research to compare the evidence in the sources,
and then draw conclusions. In this:
• Everyon
e or group is forced to seek independent
information;
• The process of asking critical questions and finding
answers takes place;
• To fill in the opened “gaps”, there is a need to find
additional information, check suspicious evidence [3].
"Group analysis”
and" mental attack " (Brainstorming).
Future English teachers summarize their ideas on a
particular topic, and then sort them together to form
notable arguments. In the process of mental attack:
• Superficial thoughts are also listed, and then at the
next stage a critical analysis is made of which of them
is justified, which is subjective or just an assumption;
• The expected result is the need for everyone to freely
think about a particular problem, and then build on
concrete evidence in the analysis.
Technology for the implementation of methods of
information search and analysis in the formation of
critical opinion. Step-by-step approach.
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
Stage 1: motivation and organizational work the
teacher (or mentor) chooses a topic, gives students a
short “problem question” or “case scenario”in
advance, determines what exactly they will find, what
questions they will have to answer.
Phase 2: information search students find the
necessary information in independent or small groups
from online/offline resources (library, electronic bases,
blog posts, official websites). Here is the teacher:
Provide brief instructions on search operators, source
verification methods, criteria for assessing source
reliability;
If necessary, the referrer may recommend a list or web
resources.
Stage 3: Analysis, comparison and controversy. Group
examination of the found information, sorting by
principles such as the author of the source, evidence,
consistency of evidence, elements of manipulation,
level of science. Question and answer, controversy,
various graphic organizers during the process
Stage 4: independent conclusion argument, when the
group analysis is completed, each student (or group)
must write a final conclusion, provide a list of evidence
and justify what he came to this conclusion. The
teacher can deepen the process with additional
questions if necessary [4]. Stereotypes that can prevent
the formation of critical thought, emotional reaction,
mitigation of unsubstantiated rejection, teaching
students to observe, relying on scientific fact, proof-of-
proof [5].
Practical examples: forming a critical opinion in future
English teachers
Training samples. Topic: "Global climate change”
Groups are presented with various View sources of
climate change (scientific article, blog post, politician
speeches, video). Students analyze in the process of
searching for information from sources whose
evidence is more reliable, whose basis is weakness,
where statistics are brought from, whether there are
manipulative elements. In the ending, each group
defends the position that “there is Global warming” or
“Global warming is just a myth”.
Evaluation
criteria
and
methodological
recommendations. To measure the level of formation
of critical opinion of future English teachers, it is
possible to evaluate according to the following criteria:
Quality of questions: when a student gets acquainted
with the information “why?", “What argument are you
based on?”
, "Is there an alternative explanation?",
asking critical questions?
The fact that the future English teacher has information
search and analysis techniques is the result of the
requirements of today's digital society. Critical thinking
is a priority competence in this process, paving the way
for the teacher to approach foreign resources, scientific
articles, online context, messages on social networks
impartially, and then direct the same qualifications to
students. Through various interactive techniques
(debate, keys-stadi, brainstorming, role-playing, online
forums), readers expand their potential in the process
of independent information search, comparison of
evidence, identification of manipulative elements,
conclusion-making. The role of the teacher is not to
conduct the lesson only in the form of a lecture, but to
instill in students the spirit of mastering, research and
analysis, to allow them to solve the “unprepared
problem” through joint research, and not a “ready
conclusion”with an evidence –
based, unbiased
approach. This defines the professionalism of a modern
English teacher, the ability to operate independently
and consciously in a media environment.
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