THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
164
ACTIVATING CRITICAL THINKING ABILITIES THROUGH
GRAMMATICAL ANALYSIS OF SENTENCES IN ENGLISH LANGUAGE
COURSES.
Ne`matova Zarnigor Jamshid qizi
PhD student of Tashkent State Pedagogical University
https://doi.org/10.5281/zenodo.15093642
Abstract:
This thesis illustrates that using the “Socratic questions” method
can be very effective in developing critical thinking skills among language
learners. A recent pilot study conducted with 30 participants demonstrated that
the treatment group outperformed the comparison group. Engaging with this
particular approach helped students to think systematically and swiftly in order
to achieve their desired results.
Keywords:
Critical thinking, grammatical analysis, English classes,”
Socratic questions” approach, JASP.
Although fluency and accuracy are important components of language learning,
it is equally vital to cultivate higher-order thinking skills (HOTS) within the
language classroom. By fostering critical thinking and motivating students to
participate in meaningful exchanges, we can enhance their proficiency as
language users across diverse contexts.
When students engage their critical thinking skills during language learning,
they transcend mere memorization and passive understanding. They acquire the
ability to analyze, evaluate, and synthesize information in the target language,
which allows them to use it effectively and creatively. The pilot study included
two groups: a treatment group and a comparison group. All data were processed
using a specialized statistical program for further analysis.
Paired Samples T-Test
Measure 1
Measure 2
t
df p
Cohen's
d
SE
Cohen's d
simple grammar
analysis_CT
-
gr analysis Soc
questions_CT
-16.306
38
1.000
-2.611
0.475
Note.
For all tests, the alternative hypothesis specifies that simple grammar
analysis_CT is greater than gr analysis Soc questions_CT.
Note.
Student's t-test.
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
165
Assumption Checks
Test of Normality (Shapiro-Wilk)
W
p
simple grammar analysis_CT
-
gr analysis Soc questions_CT
0.958
0.156
Note.
Significant results suggest a deviation from normality.
Descriptives
N Mean SD
SE
Coefficient of variation
simple grammar analysis_CT
39
2.628
0.280
0.045
0.107
gr analysis Soc questions_CT
39
3.979
0.435
0.070
0.109
Descriptives Plots
simple grammar analysis_CT - gr analysis Soc questions_CT
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
166
Bar Plots
simple grammar analysis_CT - gr analysis Soc questions_CT
Probability Density Function
Density Plot
When students utilize their critical thinking skills in the language learning
process, they move beyond simple memorization and passive comprehension.
They develop the capacity to analyze, evaluate, and synthesize information in
the target language, enabling them to use it in effective and creative ways. The
pilot study involved two groups: one as a treatment group and the other as a
comparison group. All data were analyzed using a specialized statistical
software for further evaluation.
References:
1.
Akpur, U. (2020). Critical, Reflective, Creative Thinking and Their
Reflections on Academic Achievement. Thinking Skills and Creativity, 37, 1-8.
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
167
2.
Bezdeneznykh, N. N., Zaytseva, S. S., Kulikova, S. U., Prokophyeva, O. G., &
Khodyreva, E. B. (2020). Developing of Critical Thinking by Means of the foreign
language at Higher Educational Institution. Baltic Fishing Fleet State Academy
Proceedings: Psychological and Pedagogical sciences, 4(54), 137-142.
3.
Bagheri, F. (2015). The Relationship between CT and Language Learning
Strategies of
EFL Learners. Journal Of Language Teaching & Research, 6(5),
969.
4.
Bailin, S. (2002). Critical Thinking and science education. Science &
Education, 11 (4),
361–375.
5.
Browne, M. N., & Keeley, S. M. (2012). Asking the Right Questions: A Guide
to Critical thinking.
