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in the globalized world
182
6.
Saidova.G.A., The importance of identifying types and methods of translation (article)
International Journal of Engineering and Information Systems (IJEAIS)
Vol. 5 Issue 1, January - 2021, Pages: 104-105
7.
Saidova.G.A., Why creative and modern methods are key to successful language
translation education (article)
“Хорижий
филология
,
адабиётшунослик
ва
таржимашунослик
масалалари”
-
Жиззах
, 30-
март
, 2024.
Б. 263
-266
IMPROVING CRITICAL THINKING SKILLS THROUGH THE SIX
THINKING HATS TECHNIQUE AMONG B2-LEVEL STUDENTS
Evelina Mansurova
student
UzSWLU
Abstract
Nowadays, critical thinking skills are crucial for success in academic and professional
settings. This study investigates the effectiveness of the Six Thinking Hats (STH) technique in
enhancing critical thinking among B2-level English language learners. A group of B2 students
participated in a program utilizing STH for analyzing complex topics. The program involved
activities designed for each colored hat (White: information, Yellow: optimism, Black: caution, Red:
emotions, Green: creativity, and Blue: process management). Pre- and post-tests assessed critical
thinking through analysis, evaluation, and synthesis tasks. The study aims to determine if the STH
program leads to significant improvement in B2 students
’
critical thinking abilities, particularly
whhile discussing and evaluating complex issues in English. The findings will contribute to
understanding the potential of STH in promoting critical thinking within language learning
methodologies for upper-intermediate learners.
Keywords:
critical thinking skills, Edward de Bono, Six Thinking Hats, communicative
competence, problem-solving, case study, group work, discussions, debates, analysis, evaluation
INTRODUCTION
In today
’
s world, we are required to think fast and often come up with creative
solutions. Critical thinking is a valuable skill that can help you analyze information,
consider different perspectives, and make informed decisions. Having the ability to
think critically in English can have a positive impact on students
’
capacity to
communicate freely and express their thoughts and ideas. According to the survey of
Wati et al. (2023), it was found that the central issue hindering the acquisition of critical
Topical issues of language training
in the globalized world
183
thinking skills is the students
’
lack of self-confidence. This can be attributed to factors
such as insufficient vocabulary and fear of making errors during discussions.
The purpose of this research is to investigate the effectiveness of the Six
Thinking Hats technique in improving critical thinking skills among university
students of B2 English proficiency levels.
LITERATURE REVIEW
The development of critical thinking skills has been extensively studied by
Western scientists, with a focus on the methodology. In accordance with educational
theory, critical thinking is a method of cognition that involves unbiased information
analysis and deliberative reasoning to identify potential problems and their solutions
(Gosner, 2024). However, critical thinking has been a concept that has been around for
a long time. In fact, it has roots in ancient Greece around 450 BC, and is connected to
philosophical reflections. Conforming to the teachings of Socrates (c. 470
–
399 BCE),
the main objective of critical thinking was to consistently question all commonly
accepted beliefs and concepts. The Socratic method played a crucial role in achieving
this goal.
According to Kraut (2024), the Socratic method, named after the Greek
philosopher Socrates, is a way of having discussions. While the term now broadly
refers to student cross-examination by teachers, Socrates
’
original method, as depicted
in Plat
o‘
s writings, had a more specific structure. The author emphasizes that Socrates
positioned himself as an inquirer, not a teacher, and employed a series of questions to
demonstrate the inadequacy of his interlocutor
’
s initial answer to a central question
(e.g., “What is piety?”). Through additional probing, Socrates would lead the
interlocutor to retract their initial answer due to inconsistencies with subsequent
responses. In essence, the Socratic method aimed to expose contradictions within the
interlocutor
’
s reasoning, revealing their limited understanding of the topic at hand.
The Socratic method is a collaborative dialogue technique in which participants
make claims about a specific topic. They try to challenge these claims through
clarifying questions and eventually reach an agreement
(Maden, 2021). The Socratic
Topical issues of language training
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184
approach, which was previously known as the Socratic method, is an excellent way to
promote and develop critical thinking analysis (Peterson, 2009). The method employs
six types of questions as tools, which are designed to question the idea being discussed
by the participants. Therefore, questions of clarification, assumptions, justification,
perspective, consequences, and questions about the question are used to arrive at a
different conclusion regarding the topic being discussed.
In a more contemporary context, American philosopher John Dewey advocated
the implementation of critical thinking into education (Cole et al., 2023). For Dewey,
critical thinking was a skill that must be instilled through the education system to make
students better thinkers and better citizens. Thereby, reflective (critical) thinking is
active, persistent, and careful consideration of any belief or supposed form of
knowledge in the light of the grounds that support it and the further conclusions to
which it tends (Dewey, 1910). A special merit of Dewey is the deduced stages of
critical thinking in various situations, as well as the analysis of emotional and rational
components for its successful implementation in various spheres of human life
, from
education to work processes..
The Six Thinking Hats is a widely-known technique to make decisions and
explore new ideas. The author of this method, De Bono (1985), emphasizes that the
key difficulty in the ability to think critically is confusion of thoughts. De Bono was
one of the first to recognize thinking as a skill that should be developed. In new
approach, he systematized the thinking process, splitting it into more understandable
components. Subsequently, these components were interpreted and presented as the
Six Thinking Hats technique, including (De Bono, 1985):
•
The white hat
is used for neutral information gathering. The author
emphasizes the importance of suspending judgment and seeking facts while
wearing this hat.
•
The red hat
is used for expressing emotions and feelings. De Bono argues
that acknowledging and understanding emotions can be valuable in the
thinking process.
Topical issues of language training
in the globalized world
185
•
The black hat
is used for identifying potential problems and risks. The author
encourages using the Black Hat to anticipate challenges and avoid making
mistakes in the process of considering a question.
•
The yellow hat
is used for positive thinking and optimism. The book
highlights the importance of looking for benefits and possibilities when
wearing this hat.
•
The green hat
is used for creative thinking and generating new ideas. De
Bono emphasizes the value of stepping outside the box and exploring
unconventional approaches when wearing the Green Hat.
•
The blue hat
is used for controlling the thinking process and making
decisions. In the book it is explained how the Blue Hat can be used to set
objectives, summarize information, and draw conclusions.
In addition to the chapters, dedicated to six hats, there are also several sections
of the book where de Bono (1985) provides further insights into the Six Thinking Hats
technique. There, he discusses the importance of using the hats flexibly, the benefits of
using the hats in groups, and the applications of the hats in various fields.
Although the theoretical basis of critical thinking is impressive, its real worth
lies in its practical application. Techniques like Six Thinking Hats provide tangible
tools for individuals and groups to engage in meaningful dialogue, question
assumptions, and reach well-informed conclusions
(Kivunja, 2015). Integrating these
techniques into education and everyday life can empower individuals to become not
just passive consumers of information, but active citizens and changemakers.
While working with this technique orally, students are able to not only activate
their critical thinking, but also improve their communication skills. Students will work
independently, performing the roles of both mediators and moderators (Develop
Students
’
Critical Thinking in ELT: The Six Thinking Hats | Express Publishing,
2023). At first glance, it may seem that De Bon
o‘
s technique is applicable to a greater
extent only for case studies, problem-solving activities and various types of oral
Topical issues of language training
in the globalized world
186
interactions between students like debates. However, this tool can easily be adapted to
any task by changing the questions that students should answer.
In summary, the article highlights that critical thinking is an essential skill for
EFL students in today
’
s globalized world and discover the Six Thinking Hats technique
aimed to enhance critical thinking skills. Acquisition of a foreign language is not only
about learning grammar and vocabulary or being able to speak and write. That is also
about developing the ability to analyze information, evaluate arguments, and solve
problems efficiently.
RESEARCH METHOD
The aim of this research is to investigate the effectiveness of the Six Thinking
Hats technique in improving critical thinking skills among university students of B2
English proficiency levels.
Research questions:
1.
Does the Six Thinking Hats technique improve the critical thinking skills of
university students of B2 English proficiency levels?
2.
If so, which aspects of critical thinking (e.g., analysis, evaluation, problem-
solving) are most impacted by the technique?
3.
How do university students perceive the Six Thinking Hats technique in
terms of its usefulness and ease of use?
4.
In what ways does the development of critical thinking influence B2 English
language learners
’
affect B2-level learners
’
comprehension of the world?
Hypothesis:
University students of B2 English proficiency levels who are exposed to the Six
Thinking Hats technique will demonstrate significant improvement in their critical
thinking skills.
Objectives:
•
To identify the level of critical thinking skills among learner;
•
To empirically test the effectiveness of the Six Thinking Hats technique in
improving critical thinking skills;
Topical issues of language training
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187
•
To identify the specific aspects of critical thinking that are most affected by
the technique;
•
To gain insights into students
’
perceptions and experiences with the Six
Thinking Hats technique;
•
To develop a set of ready contextual situations to implement them into the
lesson with B2 level English students.
Subject:
The implementation of the Six Thinking Hats technique to the classes with B2
level students in order to improve their critical thinking skills.
Methods:
This research employs a mixed-methods approach, combining both quantitative
and qualitative data collection methods to gain a comprehensive understanding of how
critical thinking skills develop in B2-level English language learners through the
implementation of the Six Thinking Hats technique.
Quantitative
: Pre- and post-tests are aimed to access participants
’
level of critical
thinking skills at the beginning and the end of the course in order to measure the shift
between the initial and final results of the students.
Qualitative
: Semi-structured interviews will be conducted with a subset of
participating students to explore their experiences with the classroom activities,
adopted to the B2 level English students with the implementation of the Six Thinking
Hats technique, their perceptions of their critical thinking development, and any
challenges they encountered with while using new approach.
Materials:
In this research data was collected by explanatory materials and research
questionnaires for students reflecting on the period of new technique implementation.
RESULTS AND DISCUSSIONS
This study investigated the effectiveness of the Six Thinking Hats technique in
enhancing critical thinking skills among B2 level students. The findings revealed
Topical issues of language training
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188
positive outcomes, suggesting that the technique facilitated a more comprehensive
approach to problem-solving and decision-making.
Students of the 4th course of UzSWLU were enrolled in the Critical thinking
classes. To introduce the Six Thinking Hats technique, there were provided clear
explanations of each hat
’
s function, accompanied by real-world examples and visual
aids (e.g., colored hats or diagrams). Students then practiced using the hats individually
and in groups on a series of pre-selected case studies and problem scenarios relevant
to their course content. The discussion phase following each scenario application
utilized the Six Thinking Hats framework to ensure a multifaceted analysis.
Ten students were selected for an express course on critical thinking and divided
into two groups. In advance, each group was given a pre-test to identify the initial level
of critical thinking. This was followed by a course where the experimental group had
lessons using the Six Thinking Hats technique. At the same time, the control group had
lessons with similar topics, but without the use of the technique.
After all the conducted
lessons, a post-test was taken from each group again, aimed at checking the
effectiveness of the Six Thinking Hats technique, based on the results of the
experimental group, comparing them with the results of the control one.
Both pre- and post-test had the same structure and consisted of five sections,
including: analysing arguments, assumptions, deductions, inferences and interpreting
information, with a total of 10 questions. Each section covered 2 statements that had to
be examined and evaluated conforming to the only given information, eliminating any
kinds of background knowledge or predictions.
Each student could score a maximum of 50 points, where each question was
worth 5 points, of which 3 points were given for the correct answer and an additional
2 points for an explanation of the answer. It is also worth noting that any notes
explaining the answer were automatically scored with 2 points, as they indicated the
student
’
s critical analysis.
Despite assigning a certain score for passing the test, it does not imply a
gradation of results (i.e. acceptable, good, excellent). Assessing critical thinking skills
Topical issues of language training
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189
is quite subjective. Therefore, the main focus of attention will be shifted from specific
numbers to the point difference between the pre-test and post-test.
Pre-Test
Maximum score for the test is 50 points.
Control group
Experimental group
№
Name
Score
№
Name
Score
1
Student A
35
1
Student F
39
2
Student B
30
2
Student G
34
3
Student C
29
3
Student H
29
4
Student D
26
4
Student I
36
5
Student E
27
5
Student J
31
Statistics:
Mean
–
29,4
Mode
–
no
Median
–
29
Statistics:
Mean
–
33,8
Mode
–
no
Median
–
34
35
30
29
26
27
29,4
0
10
20
30
40
50
Student A
Student B
Student C
Student D
Student E
Average
Control group | Pre-test Results
Obtained score
Maximum score
39
34
29
36
31
33,8
0
5
10
15
20
25
30
35
40
45
50
Student F
Student G
Student H
Student I
Student J
Average
Experimental group | Pre-test Results
Obtained score
Maximum score
Topical issues of language training
in the globalized world
190
Post-Test
Maximum score for the test is 50 points.
Control group
Experimental group
№
Name
Score
№
Name
Score
1
Student A
33
1
Student F
44
2
Student B
32
2
Student G
41
3
Student C
30
3
Student H
38
4
Student D
32
4
Student I
44
5
Student E
31
5
Student J
35
Statistics:
Mean
–
31,6
Mode
–
32
Median
–
32
Statistics:
Mean
–
40,4
Mode
–
44
Median
–
41
33
32
30
32
31
31,6
0
5
10
15
20
25
30
35
40
45
50
Student A
Student B
Student C
Student D
Student E
Average
Control group | Post-test Results
Obtained score
Maximum score
44
41
38
44
35
40,4
0
5
10
15
20
25
30
35
40
45
50
Student F
Student G
Student H
Student I
Student J
Average
Experimental group | Post-test Results
Obtained score
Maximum score
Topical issues of language training
in the globalized world
191
Comparing Post-test results of both groups
At the initial stage of introducing the Six Thinking Hats technique, we
encountered difficulties in students
’
perception of the principles of operation of this
technique. The students needed to become familiar with the new approach for the first
time. Hence, we observed not the highest rates of critical thinking among them.
However, the situation changed and the students, being already familiar with the Six
Thinking Hats technique, were able to demonstrate higher levels of critical thinking.
Those from the experimental group produced more creative solutions to problems and
innovative ideas than students in the control group. A key aspect of improving results
can be considered a more well-prepared and student-oriented task with situational
adaptation of the Six Thinking Hats technique.
The main disadvantage of the experiment can be considered the limited number
of students. In this regard, it is necessary to take into account the fact that an increase
in the number of students while applying the above technique into the lesson may affect
the overall result.
In conclusion, we would like to note that the Six Thinking Hats technique is an
effective tool for improving students
’
critical thinking skills. However, we also want
to emphasize that this technique gives the most noticeable results only with good
33
32
30
32
31
44
41
38
44
35
0
5
10
15
20
25
30
35
40
45
50
Student A & F
Student B & G
Student C & H
Student D & I
Student E & J
Results analysis | Post-test | Comparison
Control group
Experimental group
EG progress
CG progress2
Topical issues of language training
in the globalized world
192
preparation of tasks, in the designing of which the interests and precedency of students
were taken into account.
CONCLUSION
In conclusion, the Six Thinking Hats technique has been demonstrated as a
valuable tool for enhancing critical thinking skills among B2-level students. By
encouraging students to explore different perspectives, analyze information
objectively, and consider potential consequences, this method fosters a deeper
understanding of complex issues and promotes effective communication. The
structured framework provided by Edward De Bono allows students to move beyond
rote memorization and engage in higher-order thinking, preparing them for academic
success and lifelong learning in an increasingly information-rich world. Future
research endeavors could delve into the long-term influence of this technique on critical
thinking proficiency and its adaptability to various learning contexts.
References
1.
Cole, D., DeLecce, T., & Pisano, G. (2023).
Critical Thinking | Definition, Origins & Examples.
https://study.com/academy/lesson/what-is-critical-thinking-definition-skills-meaning.html
2.
De Bono, E. (1985).
Six thinking hats.
https://managertoolkits.co.uk/documents/ PPTF08-
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Develop students
’
critical thinking in ELT: The Six Thinking Hats | Express Publishing.
(2023,
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https://www.expresspublishing.co.uk/ en/blog/develop-
students-critical-thinking-in-elt-the-six-thinking-hats
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What is thought? Chapter 1 in How we think. Lexington, Mass: D.C. Heath,
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https://brocku.ca/MeadProject/Dewey/Dewey_1910a/ Dewey_1910_a.html
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Gosner, W. (2024, April 29).
Critical thinking | Definition, History, Criticism, & Skills.
https://www.britannica.com/topic/critical-thinking
6.
Kivunja, C. (2015). Using De Bon
o‘
s Six Thinking Hats model to teach critical thinking and
problem solving skills essential for success in the 21st century economy.
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Socratic method | Definition, Socrates, Examples, & Facts.
https://www.britannica.com/topic/Socratic-method
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Maden, J. (2021).
Socratic Method: What is it and how can you use it?
Philosophy Break.
https://philosophybreak.com/articles/socratic-method-what-is-it-how-can-you-use-it/
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