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CRITICAL THINKING AND ITS IMPORTANCE IN LEARNING THE
ENGLISH LANGUAGE
Kayumova Roziya Abliz qizi student of Uzbek State
World Languages University scientific advisor:
Begizova M.K.
Abstract:
The role of critical thinking is usually underrated in the EFL classroom due
to several factors. Yet implementing higher-order activities can facilitate students'
language acquisition and enhance the learning of the course content. This article
analyzes the notion of critical thinking and its importance in studying the English
language and investigates the factors that impede the development of students’ critical
thinking abilities.
Key words:
critical thinking, higher order thinking, aspects, skills, abilities, higher-
order activities, lower-order activities, EFL teacher, EFL learner
Introduction
Today’s world is information-loaded, and the ability to critically evaluate sources
of data is needed more than ever, especially for academic purposes. In order to achieve
this goal just reading information is not enough: one must possess critical or higher
order skills which allow them to identify the crux of any matter. However, the ability to
think critically plays a vital role not only in subjects like history, literature, business but
also it appears to be necessary in learning languages. This article will discuss the notion
of critical thinking and its importance in studying the English language as well as the
factors that impede the development of students’ critical thinking abilities.
Definition of critical thinking
Before defining critical thinking, it is necessary to find out the difference between
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thinking and critical thinking. Thinking is a natural process in human mind. Even babies
think when they learn about this world and try to figure out the things around them. In
contrast, higher order thinking does not happen naturally rather it is a skill that is
developed in the course of life. Moreover, higher order thinking is not about thinking
itself it is rather a complex practice consisting of several components. Bloom et al.
(1956) worked out a taxonomy that demonstrates how higher order thinking is achieved.
Six aspects of thinking are identified in Bloom’s taxonomy, namely remembering,
understanding, applying, analysis, synthesis and evaluation. Only the last three elements
promote higher order thinking. Thus, it can be said that critical thinking is an active and
skillful analysis and evaluation of information that is focused on deciding what to
believe or do basing on evidence.
Problems connected with critical thinking
As critical thinking is important in many disciplines, it plays a special role in
those subjects where a close correlation with language exists. While using L2, a person
demonstrates no only language proficiency, but also personal thinking. On the basis of
this criterion, it is possible to make judgments about a speaker. As a result, when an
EFL learner cannot use the language properly, one might suppose that thinking ability
of that person is not high too. However, this interpretation is not quite correct. The EFL
teachers usually confuse language proficiency with cognitive ability (McNeil, 2010).
This results in giving lower-order tasks and asking close-ended questions during the
lessons as teachers consider that having problems with language development also
means experiencing difficulty with critical thinking.
Consequently, learners develop linguistic abilities while their critical thinking is
simply overlooked. This factor leads to other problems: both students and teachers may
get disinterested, lessons seem boring and simple, students do not make progress. Yet
by giving more challenging tasks that require higher order thinking teachers can make
their lessons more engaging. In its turn, leaners become more motivated to learn.
According to Iakovos (2011), an EFL classroom which fosters the development of
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critical thinking skills is a “friendly, supportive and non-threatening classroom
atmosphere [that] can have a positive impact on students’ motivation and language
performance” (p. 84). Moreover, creating a friendly atmosphere in the class enables
learners to feel freer and less embarrassed which motivates them to use the English more
without a fear of making mistakes.
Besides the problem associated with lower-order activities, there is another factor which
impedes the development of critical thinking abilities in the EFL classroom. The
concept of “critical thinking” has western roots. In westerns countries, critical thinking
is an integral part of the syllabus. Most of the tasks and activities are designed to let
students think analytically about the topic. In contrast, this concept may seem to be alien
and therefore difficult for those students who have come from other cultures. For
example, in Asian countries, even constructive criticism is viewed as something
prohibited and negative. Children are raised with the belief that “silence is gold”. As a
result, students become more reserved and unwilling to express their viewpoints.
Importance of implementing critical thinking activities
However, teachers should not overlook the importance of integrating tasks which
require higher order skills. The significance of critical thinking in teaching English has
been highlighted by other scholars and researchers. For instance, Wilson considers that
critical thinking helps to prepare students for the new studying environment and,
therefore, it is needed and deserves a curriculum.
It is also proved that assigning higher-order tasks is more beneficial for language
production than lower-order activities. Including various activities that generate
students' critical thinking into the EFL classroom can facilitate the practice of all
language skills (listening, reading, writing and speaking) as while synthesizing,
analyzing and evaluating information students have to make full use of their English
ability. This fact shows that learners should be given more opportunities to foster their
critical thinking in the classroom. Critical thinking allows students to broaden outlook
not only in the context of language but in real life as a whole. EFL learners who have
honed higher order skills are considered to be more confident while expressing their
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point of view which signifies language proficiency as well.
The studies have verified the importance of critical thinking in enhancing ESL
learners’ writing skills (Rafi), language competence (Liaw, 2007), speaking skills
(Kusaka & Robertson, et al). According to Kabilan (2000), even the use of innovative
communicative approach in language teaching cannot help learners to achieve
proficiency in L2. He proposes that language skills are better developed when students
begin thinking creatively and critically about the concepts that they are learning.
Davidson (1998) even suggests that L2 teachers are more needed to introduce the
aspects of higher order thinking rather than L1 ones.
Conclusion
To put it in a nutshell, ESL teachers often underrate learners’ cognitive abilities,
and, therefore, assign lower-order activities which, in fact, do not add much value to the
language development. Students should be given more challenging tasks where they
have to use creative and critical thinking. Integrating such higher order activities can
lead to meaningful learning, and, as a result, language proficiency. Therefore, teachers
are required to expose students more to activities that foster critical thinking.
References
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