Investigating Language Learning Context Influence: An Approach to Iranian EFL Students’ Critical Thinking Ability

Objective To investigate the current status of critical thinking ability and commu-nication ability of nursing students, therefore providing reference for teaching reform. Methods The Critical Thinking Scale translated and revised by Pro. Peng MeiZi of Hong Kong Polytechnic University, and Supportive Communication Scale (SCS) edited by Whetten and his colleague were used to investi-gate nursing students' levels of critical thinking and communication ability among 176 selected nursing students in our college, with method of Random Cluster Sampling. Descriptive analysis, single sample t-test, and two independent sample t-test were applied to the collected data with SPSS l7.0. Results ①The average score of critical thinking for the investigated college nursing students was (264.54±29.94). 72.73% of them got 210~280 points, in which three items: cognitive maturity (t=4.695, P=0.000), open mind (t=4.016, P=0.000), and intellectual curiosity (t=2.973, P=0.003) were greater than 40 points. And the differences were statistically significant; compared to different individual character-istics, being a student cadre (t=3.494, P=0.001) or not is of statistical significance. ②The total average score of communication ability (t=3.219, P=0.002) for college nursing students, as well as the score of providing effective negative feedback (t=6.790, P=0.000) and supportive communication (t=4.267, P=0.000) were significantly higher than median 3.00. And the differences were statistically significant. Conclusion In order to improve the critical thinking ability and interpersonal communication ability of nursing students, and educate the nursing students to adapt to society and complicated clinical nursing environment, it is necessary to reform the curriculum setting, curriculum design and teaching method. Key words: Nursing students; Critical thinking ability; Communication ability; Investiga-tion and study

Objective To explore the influences of the teaching mode based on working process systematization on teaching results of geriatric nursing. Methods A totally of 209 students of 2013 higher vocational nursing major in four classes were selected and divided into the experimental group and the control group by simple random methods, among which the experimental group contains 103 students who were taught in teaching mode based on working process systematization while the control group contains 106 students who were taught in the traditional teaching mode. The new teaching mode′s design and development linked closely to working situations and tasks; adopt the teaching mode combining teaching, learning and practicing together aimed at the position requirements of old-age nursing service system at the core of the true clinic old-age nursing work-post-skills, which were based on nurse practice qualification. Students′ performance achievement between two groups after teaching were compared. The thinking ability of students was evaluated by judging thought scale, and the students′ evaluation of the new teaching method in the experimental group was accessed by a self-designed questionnaire based on working process systematization. Results After the implementation of teaching, there were significant differences between students in two groups in their performance in theory examination and practice examination based on statistics tests (P<0.05); after the intervention, there were statistically significance in the differences in students′ critical thinking ability between two groups by comparison in term of each aspect such as reasoning, agree on the assumptions, explanation, deduction, discoursing (t=7.452, 6.964, 10.220, 4.771, 4.765; P<0.05); the students in the experimental group made a positive evaluation on the teaching method based on working process systematization. Conclusions The teaching method based on working process systematization is available for the teaching of geriatric nursing in higher vocational institutions, and is helpful for students to master professional skills, cultivate their spirit of innovation, strengthen their team spirit, communication skills, critical thinking ability and other qualities. This new method is worth learning in the teaching of geriatric nursing course in higher vocational colleges. Key words: Working process systematization; Higher vocational education; Geriatric nursing; Nursing student

Objective To investigate the effect of bedside comprehensive ability training and critical thinking on the improvement of the personality maturity of pediatric nurses. Methods A total of 102 nurses with pediatric working years within one year were selected, and then they were arranged to receive critical thinking in combination with bedside comprehensive ability training for 6 months. After the training, pediatric nurses′ critical thinking ability, bedside comprehensive ability and personality maturity were evaluated. Results Before training, the total score of Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV) , total score of bedside comprehensive ability, personality maturity score were 288.21±25.44, 75.24±2.51, 84.01±32.26, after training, they were respectively 324.18±25.93, 92.65±3.17, 125.57±35.47. Comparison of the scores before training and after training showed statistically significant difference (t=7.071, 30.750, 6.190, P < 0.05 or 0.01). Setting personality maturity as the dependent variable, and and CTDI-CV and bedside comprehensive ability as the independent variables, regression analysis showed that CTDI-CV and bedside comprehensive ability had a positive impact on the personality maturity. Conclusions The ability of pediatric nurses' critical thinking ability and bedside comprehensive ability training can promote the improvement of personality maturity of pediatric nurses. Key words: Critical thinking; Bedside comprehensive ability; Training; Pediatrics; Personality maturity

Critical discourse analysis and critical thinking: An experimental study in an EFL context

The purpose of this study is to compare the project-based learning model in the "Merdeka Belajar" curriculum and the inquiry learning model in terms of students' critical thinking and problem-solving abilities. The research question is whether there is a difference between these two learning models in terms of students' critical thinking and problem-solving abilities. The independent variable (X) is the project-based learning model (X1), while the dependent variables (Y) are critical thinking ability (Y1) and problem-solving ability (Y2). The research sample was taken from 10th-grade students at SMA Muhammadiyah 4 Surabaya, consisting of 4 classes with a total of 120 students. The research sample was selected from students who have a normal distribution, possess similar characteristics (homogeneous), and have the same average scores. Then, two groups (classes) of students were selected as samples, named as the experimental group and the control group. The analysis technique used was Multivariate Analysis of Variance (MANOVA). Based on Pillai's trace, Wilks' lambda, Hotelling's trace, and Roy's largest root, the value obtained was 0.000. As 0.000 &lt; 0.05, the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted. This indicates that there is a difference in critical thinking and problem-solving abilities between the project-based learning model and the inquiry learning model.

Objective To investigate the current situation of nursers′ critical thinking ability in Department of Hemodialysis in Wenzhou, so as to provide scientific basis for cultivating critical thinking ability of nurses in Department of Hemodialysis. Methods A total of of 127 nurses from 7 level three and class A hospitals and level two and class B hospitals in Wenzhou were investigated for current situation and characteristics of critical thinking ability with questionnaires, critical thinking disposition inventory-Chinese version (CTDI-CV). Results Among 127 nurses, scores of confidence to seek for the truth and of critical thinking were less than 40, and the scores of other dimensions were more than 40 in seven dimensions along with (295.65±25.35) for the total score of critical thinking ability. There were significant differences in 7 traits and total scores of critical thinking ability among nurses with different educational background (P<0.05). Conclusions The overall level of critical thinking ability of nurses in Department of Hemodialysis is positive. At the same time, confidence to seek for the truth and critical thinking need to be improved. Key words: Nurse; Renal dialysis; Critical thinking; Questionnaire survey

Focusing on two types of corrective feedback strategies in second language classrooms, namely recasts and prompts, the current paper claims that the comparative effectiveness of recasts and prompts is an area of great research value, for the following reasons: (1) theoretically, studies in this area can inform the issues such as the roles of input and output in second language learning and the cognitive roles of recasts and prompts in language learning; (2) pedagogically, research findings in this area may provide second language teachers with useful advice concerning their classroom error correction. Based on a critical review of existing research findings, two distinct research gaps are discussed: (1) the effect of recasts and prompts in promoting the learning of new linguistic features has rarely been explored and awaits future research attention; (2) the effect of recasts and prompts has rarely been examined from learners’ own perspectives and more studies in this direction are needed.

Abstract: Math is able to train logical, analytical, systematic, critical, and creative thinking of students. Mathematical critical thinking ability is a capability that supports a variety of other mathematical thinking abilities. The students' critical thinking ability is also closely related to the personality or character of the student. Personality can affect how a person behaves, thinks, or interacts with around. The personality types discussed in this study are examined from four types of temperaments by the theories of Hippocrates and Galenus. This research includes the type of qualitative research that uses descriptive qualitative research methodology. This research will be conducted on the students of class XI MIA SMA Negeri 2 Kota Jambi. The thing described in this research is the students' mathematical critical thinking based on the dominant personality type on linear program solution. The results of personality tests of the instrument adapted from the patterns of personality by Lana Bateman found 40 dominant students that is the type of phlegmatic personality. Furthermore, based on sampling technique that is purposive sampling technique, 2 students are taken as research subjects ie phlegmatic students with the highest level of critical thinking ability called first phlegmatic students and phlegmatic students with the lowest level of critical thinking ability is called second phlegmatic student. From the results obtained can be concluded that the first phlegmatic students have the level of critical thinking skills are very critical and the second phlegmatic students have a critical level of critical thinking is not critical. This is inversely between the ability to think critically and the type of phlegmatic personality. The first phlegmatic student with enough phlegmatic category has critical critical mathematical thinking and the second phlegmatic student with very high / dominant phlegmatic category, critical critical thinking ability is not critical.Keywords: Mathematical Critical Thinking Ability, Four Temperament Types

This research is motivated by PISA result which shows that students' critical thinking ability in Indonesia is still low. This is in line with the results of observations in the field of researchers who showed that students in Indonesia, especially in District Katapang on average not ready in solving problems that require high-order thinking skills. Therefore, an effort is needed to improve the ability to think critically, one of them is by using ARIAS based learning model of scientific approach. The ARIAS-based learning model of a scientific approach is a collaboration between the ARIAS learning model and the scientific approach that requires students to play an active role and to think in a high level of learning. This study aims to determine: 1) differences in critical thinking skills before and after applied ARIAS learning model based on scientific approaches; 2) differences in students' critical thinking skills before and after using conventional learning models; 3) differences in students' critical thinking skills between those treated using the ARIAS-based learning model based on the scientific approach and the conventional learning model. The research method used is quasi experiment with design type nonequivalent control Group Design which use two groups that is experiment group and control group. The population in this study were all students of grade V SD Negeri Sukamukti 02, while the sample in the study were VA class students and VB Elementary School students Sukamukti 02 District Katapang District Bandunng District. The data analysis technique used is the data analysis using the software SPSS version 17.0 for windows. Based on the results of data analysis can be concluded that there is a significant difference between the application of ARIAS learning model based on scientific approach with conventional learning model, it is proved by the test result of pre-test post-test experiment class showed significance level of 0.040 with the difference of 12 , 50 while the pre-test result of post-test of the control class showed a significance level of 0.039 with an average difference of 6.83. Thus it can be concluded that ARIAS learning model based on scientific approach can be used by teachers as an alternative to improve students' critical thinking ability.

Traditional learning allows students to study and memorize ineffectively in order to pass the tests. On the other hand, learning, in its real and new context, encourages students to apply information and improve their critical and imaginative thinking, mental creativity, and other different life skills. This study investigates the advantages and the effect of using competitions in EFL context. The participants of this study are 60 sophomores and juniors who were divided into four competing groups. The competition includes three tasks. In order to collect the data, the researchers have observed the students’ performances and attitudes during and after the time of the given task. Furthermore, an open-ended questionnaire was used to investigate students’ thoughts and opinion of the participation in the competition. The results showed that students' participation in the competition enhanced their motivation and awareness of their language use, critical thinking and creative abilities. In conclusion, although this was a small-scale study, the students' participation in the competition shows that the new teaching ideas can be implemented successfully despite of the limited resources and the time pressure as the competition was set at the end of the academic year. Article visualizations:

Practice and effectiveness of "nursing case-based learning" course on nursing student's critical thinking ability: A comparative study.

As education advances with the times, traditional English EFL teaching can no longer fully adapt to the current educational situation. This paper studies the mining of the Civics element in English teaching integrates it into EFL classroom teaching, and constructs the morality cultivation EFL critical thinking ability teaching strategy based on the critical thinking ability model. The effects of applying this teaching strategy are analyzed and compared to the six dimensions of critical thinking ability: interpretation, analysis, evaluation, reasoning, explanation, and self-regulation ability. The exploration of critical thinking ability development and individual teacher factors is conducted. After the teaching experiment, the experimental group improved by 12.08 points, while the control group only improved by 0.46 points, indicating a significant difference between the two groups’ scores. The Sig. The values of the experimental group in the six dimensions are less than 0.05, and the Sig. The values of the control group are greater than 0.05. The teaching strategy of moral cultivation in EFL critical thinking ability has an obvious effect on improving students’ critical thinking abilities. There is a correlation between the development of critical thinking ability and teachers’ education, and teachers with master’s degrees are better than teachers with bachelor’s degrees.

Objective To explore the effect of research practical teaching mode on the critical thinking ability and innovation ability of nursing in the course of community nursing teaching.Methods The research practical teaching was provided for 90 nursing students.They were investigated with the WatsonGlaser Critical Thinking Appraisal (WGCTA) and the test of self innovation level scale before and after teaching.Results After the teaching,the total score of critical thinking and the score of innovation ability among nursing students were significantly improved.the recognition hypothesis,deduction, explanation,evaluation discussed dimensions were statistically significant,but before and after teaching reasoningdimensions showed no significant difference.Conclusions Research practical teaching mode can improve critical thinking ability and innovation ability of nursing students in the course of community nursing teaching. Key words: Community nursing; Research practical teaching; Critical thinking ability; Innovation ability

Objective To explore the effect of interactive teaching in the course of Nursing Research on research ability and critical thinking ability in nursing students .Methods Sixty-eight nursing undergraduates received the interactive teaching in the course of Nursing Research , and the self-report scale of research ability and the critical thinking disposition inventory Chinese version were used for evaluation before and after the intervention .Results The scores of running software , writing papers , basic knowledge and statistics knowledge were respectively （14.35 ±5.85）, （8.22 ±5.00）, （13.89 ±7.37）, （9.42 ±4.32）, （45.87 ±19.79） after the intervention, and were significantly higher than （9.32 ±5.46）, （3.62 ±3.79）, （9.25 ±6.14）, （4.12 ± 4.74）, （26.31 ±17.43） before the intervention, and the differences were statistically significant （t=5.06, 5.95, 3.91, 6.64, 5.99, respectively;P〈0.01）.No difference were found in the scores of seeking the truth , open mind, analysis ability, systematic ability, self-confidence of critical thinking ability, curiosity, cognitive maturity and the total score of critical thinking ability before and after the intervention .Conclusions The interactive teaching in the course of Nursing Research is helpful in improving the research ability in nursing undergraduates . Key words: Research ability; Critical thinking ability; Undergraduate students; Nursing

Research with the title Critical Thinking Ability of Class V Students in Social Science Learning at SD 2 BATUR. (Magdalena et al., 2021) This research aims to: Determine the critical thinking abilities of fifth grade students in learning science and science, identify factors that influence students' critical thinking abilities. and factors that influence the critical thinking abilities of class V students in science and science learning at SDN 2. This research will use a qualitative descriptive method. The subjects of this research are fifth grade students at SD 2 BATUR who are divided into three categories: High critical thinking ability, (Ilham &amp; Hardiyanti, 2020) Medium critical thinking ability, Low critical thinking ability. Apart from these 3 categories, this research also uses Data collection techniques include observation, tests and interviews. The results of the research are 3 categories, including students with high critical thinking ability categories who can fulfill all critical thinking indicators. Students with moderate critical thinking ability categories are able to meet three indicators. Students with low critical thinking ability categories are only able to meet two indicators. This is also due to several factors that influence students' critical thinking ability, namely as follows: internal factors such as physical condition, anxiety, motivation, interaction and intellectual development and external factors related to outside individual in the form of a social environment.