Critical Thinking in the Iranian EFL Context: A Systematic Review

Research in English Language Pedagogy

مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 21 اسفند 1402

نوع مقاله: Review Article

شناسه دیجیتال (DOI): 10.30486/relp.2023.1994623.1495

نویسندگان

Shaho Hoorijani؛ Hossein Heidari Tabrizi^*

Department of English, Faculty of Humanities, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran

چکیده

As one of the renowned learning and innovation skills of the 21st century, critical thinking has been studied within different educational and professional settings. The degree to which it is operationally defined, taught, and assessed, however, is not well documented. This complicates efforts to develop critical thinking disposition studies in the Iranian EFL context and assessment tools. In today’s EFL contexts, it is a common belief that having critical thinking dispositions among learners and synthesizing them with action learning approaches, provide them opportunities for better understanding and enhancing their new knowledge, especially in argumentative writing. Therefore, most educational programs put an effort to develop such potentiality among EFL learners. This paper aimed to have a systematic review of critical thinking disposition studies in the Iranian EFL context. Firstly, a number of definitions, along with the dimensions of the concept from various scholars' viewpoints are put forward. Secondly, the typical features of critical thinkers and what resources they need are introduced. And finally, the issue from both theoretical and pedagogical standpoints was reviewed to understand the use of critical thinking in the education field in the Iranian EFL context.

کلیدواژه‌ها

Critical Thinking؛ Education؛ Iranian EFL Context؛ Systematic Review