A virtual environment for critical thinking skills in ESL
Main Article Content
Abstract
This research paper describes the results of the implementation of virtual learning in an undergraduate International Relations English Course at Universidad Del Norte. The purpose of the course modification was to improve students critical thinking skills and coherence in writing. This experience was carried out for one year with the participation of 80 students of four groups. The instruments of data collection were surveys, interviews, and assessments concerning the state of students critical thinking skills before and after course completion. A blog and discussion written interventions were analyzed. The results obtained show a favorable progress in some critical thinking skills, particularly, argument evaluation. Results of data analysis also show that this experience of collaborative learning was widely accepted by the students involved.
Downloads
Article Details
- Authors retain copyright and grant the journal right of first publication, with the work [SPECIFY PERIOD OF TIME] after publication simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Zona Próxima
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work
References
Barkley, E., Cross, D. & Howell, C. (2007). Técnicas de aprendizaje colaborativo. Madrid: Morta.
Bloch, J. (2008). Technologies. Ohio: The University of Michigan Press.
Council of Europe. (2001). The Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press. Recuperado de http:// www.culture2.coe.int/portfolio/documents_intro/common_framework.html
Bloom, B. (1956). Taxonomy of educational objectives, handbook I: the cognitive domain. New York: David McKay.
Marzano, R. (2001). Design a new taxonomy of educational objectives. Thousands Oaks: Corwin Press.
Mayfield, M. (2001). Thinking for yourself: developing critical thinking skills through reading and writing. (5th ed.). United States: Thomas Learning.
Owen, M. & Barajas M. (2000). Implementing virtual learning environments: Looking for holistic approach. In M. Barajas (Ed.), Educational Technology & Society, 3(3), 39-53.
Paul, R. & Elder, L. (2006). Critical thinking: learn the tools the best thinkers use. USA: Pearson Prentice Hall.
Richards, J.C. (2003). 30 years of TEFL/ TESL: A personal reflection, RELC Journal, 33(2), 1-35.
Weigle, S. (2002). Assessing writing. Cambridge: Cambridge University Press.
WEBGRAFÍA
Santamaría, F. (oct., 2005). Herramientas colaborativas para la enseñanza usando tecnologías web: weblogs, wikis, redes sociales y web 2.0. Recuperado de http://www.scribd.com/doc/7338255/ herramientascolaborativas2
Tedjaatmadja, H.M. (06-06-2011). Classrooms, designing and assessing tasks to develop critical thinking in EFL. Surabaya, Oriental Java, Indonesia. Recuperado de http://ebookbrowse.com/desig-ning-and-assessing-tasks-to-develop-critical-thin-king-in-efl-classrooms-paper-doc-dl 36433783