The effects of integrating critical thinking in L3 intermediate classes. (c2012)

Abstract

Finding new teaching methods and strategies that aim at developing students‟ levels of understanding, achievement, and motivation is one of the most important aspects educators work on constantly achieving. Thus, educators have always been interested in finding new means to cater for students‟ needs. One important mean and newly followed trend in education is the integration of critical thinking in teaching languages and sciences. Based on the difficulty in teaching critical thinking and expecting students to become critical thinkers, it is required to be taught starting at a young age. This study seeks to examine whether or not intermediate students prefer teaching methods that integrate critical thinking in English-as-a-third-language (L3) class, and if teachers integrate critical thinking in their teaching methods. The subjects of the study are multilingual students, trilingual teachers, and a bilingual observer. Results of the study indicate that integrating critical thinking in L3 intermediate classes has a positive effect on students‟ comprehension, motivation, and class participation. For future research, a greater number of students and schools in Lebanon could be observed over a longer period of time.