English-majored Students' Perceptions of the Importance of Critical Thinking and Factors affecting their Use of Critical Thinking in English Learning

Abstract

Critical thinking (CT) is an essential cognitive skill with significant value in various educational contexts, including higher education and foreign language acquisition. As educational requirements increasingly emphasize the development of thinking skills and a deeper understanding of subjects, the importance of CT becomes evident. However, some challenges may hinder its cultivation, stemming from both external and internal factors. While experienced teachers may possess the knowledge to encourage and teach CT, they often struggle to identify appropriate and reliable methods to measure its outcomes. Additionally, limited evidence exists regarding how students perceive and comprehend CT within and beyond the classroom. To address these gaps, this study sought to examine students’ perceptions of the significance of CT and its seven core skills. A descriptive survey was designed based on established theories to gather research data and evaluate whether students perceive CT as beneficial in their learning process. Furthermore, the study aimed to investigate the factors that influence CT competencies. The survey was administered to 110 English-Majored students, and five participants were randomly selected for interviews. The findings revealed a heightened understanding of CT among the participants, particularly regarding the factors that impact their CT abilities. This suggests that gaining a better understanding of these influential factors can foster the development of critical thinking skills in students, enabling them to contribute positively to the world. However, it is important to note that the students in the study demonstrated only an awareness of CT and did not effectively apply their CT skills. Their capacity to engage in CT during the learning process remained limited. Consequently, the study proposes strategies to assist students in improving their learning techniques more effectively. Additionally, urgent actions are recommended for both teachers and students to explore feasible solutions that promote desirable CT learning outcomes