Speaker
Description
Critical thinking activities are widely applied in language teaching and learning, with teachers' perceptions of their implementation being essential to student learning outcomes. This study investigated EFL teachers' perceptions of implementing critical thinking activities after their introduction and classroom application. A mixed-method approach was employed, including both a survey of thirty teachers and qualitative interviews, to explore the perceived benefits and drawbacks of the implementation. The results indicated that a majority of the participants hold positive perceptions towards the critical thinking activities, regularly implementing them and observing improved student performance. Specifically, these teachers emphasized the key benefits of this implementation to teenage learners such as student engagement, active participation and language proficiency, alongside benefits for teachers including increased student talking time and deeper understanding of students. However, they also acknowledged significant challenges, primarily stemming from students’ linguistic limitations, specifically difficulty understanding complex ideas and vocabulary and teachers’ time constraints within the curriculum. This paper thus offers valuable insights into the practical integration of critical thinking in EFL classrooms, highlighting areas for targeted pedagogical support.
Biography
Mr. Doan Tran-Van is a dedicated educator and accomplished researcher, holding positions as a full-time lecturer at HCMC University of Industry and Trade (HUIT) and a part-time lecturer at HCMC Open University (HCMCOU). His professional journey in English language teaching commenced in 2017, since which he has consistently engaged with EFL (English as a Foreign Language) students. This extensive experience has provided him with profound insights into the distinct challenges and pedagogical opportunities inherent in foreign language learning contexts.
Mr. Doan's academic foundation is robust, culminating in a Master of Arts degree in TESOL (Teaching English to Speakers of Other Languages) from Ho Chi Minh City University of Social Sciences and Humanities (USSH), which he completed in 2022. This advanced qualification underpins his comprehensive understanding of language education theories, research methodologies, and effective instructional practices, all of which are actively integrated into his teaching and scholarly endeavors.
His research interests are diverse yet interconnected, primarily focusing on advancing the efficacy of language teaching and learning. Key areas of inquiry include the intricate processes of second language acquisition, the increasingly vital role of critical thinking in fostering deeper linguistic and cognitive development, the design and application of innovative language teaching and learning strategies, and the effective integration of technology in language education. Through his work, Mr. Doan Tran-Van consistently strives to bridge theoretical frameworks with practical classroom implementation, aiming to enhance student engagement, comprehension, and overall language proficiency. His commitment to cultivating critical thinking skills in his students underscores a dedication to equipping learners with competencies beyond linguistic proficiency, preparing them for success in a globally connected environment.
