1. Applied Linguistics (Language Teaching and Learning)
Nandyan Ayu Nooryastuti; Yazid Basthomi; Siti Muniroh; Niamika El Khoiri; Zuliati Rohmah
Abstract
As 21st-century learning skills become increasingly essential in preparing students for global challenges, it is crucial to assess how these competencies are manifested in English language teaching materials. However, existing research on the representation of these skills in widely used textbooks remains ...
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As 21st-century learning skills become increasingly essential in preparing students for global challenges, it is crucial to assess how these competencies are manifested in English language teaching materials. However, existing research on the representation of these skills in widely used textbooks remains limited, highlighting the need for a systematic evaluation. This study investigates the representation of 21st-century learning skills in English language teaching materials through a content analysis of Cutting Edge – Pre-Intermediate by Pearson. Findings reveal an uneven emphasis on these skills—Communication emerges as the most prominent, underscoring its role in fostering interaction and expression. Collaboration follows, highlighting its significance in teamwork and problem-solving. However, Critical Thinking and Creativity receive moderate representation, while Citizenship and Character Education are significantly underrepresented. The disparities suggest the need for a more balanced integration of 21st-century skills to foster holistic student development.
1. Applied Linguistics (Language Teaching and Learning)
Maryam Soleimani; Zahra Aghazadeh; Amin Bolourchi
Abstract
Critical thinking (CT) is extensively considered to be a prevalent notion in teaching and learning processes. Thus, this paper set out to pinpoint the association between EFL pupils’ CT capabilities as well as their vocabulary learning strategies (VLSs) across gender. To do this, 140 Iranian male ...
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Critical thinking (CT) is extensively considered to be a prevalent notion in teaching and learning processes. Thus, this paper set out to pinpoint the association between EFL pupils’ CT capabilities as well as their vocabulary learning strategies (VLSs) across gender. To do this, 140 Iranian male and female intermediate students studying at Iran Language Institute (ILI) in Urmia, Iran were chosen randomly. The study was conducted in the form of a survey with data being gathered via using Preliminary English Test (PET) to homogenize the students, Schmitt’s VLSs questionnaire to recognize the kinds of the strategies employed by students, as well as Ennis' Cornell Critical Thinking Test (CCTT) to ascertain the students’ CT capabilities. The data was subjected to analysis using the Pearson correlation. The findings indicated a significant association between CT abilities and VLSs. Furthermore, male learners showed more CT skills and VLSs compared to female students. Thus, identifying the students' preferred VLSs would help them overcome the difficulties in learning words. Also, instructors should design classroom activities that encourage learners’ reflective thinking.
