Pensamiento crítico y comprensión de la lectura en un curso de inglés como lengua extranjera
Bibliographic Data
| ID | 11154753 |
|---|---|
| Authors | Nelly Yiveline Fernández de Morgado, Nelly Fernández de Morgado (0000-0001-9440-410X, Universidad del Valle), Carlos Alberto Mayora Pernía (0000-0002-7674-5354, Universidad del Valle), Rubena St Louis |
| Year | 2016 |
| Volume | 21 |
| Issue | 1 |
| Publication date | 2016-02-08 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Íkala Revista de Lenguaje y Cultura (JOURNAL) |
| Journal identifiers | ISSN: 0123-3432 • E-ISSN: 2145-566X |
| Publisher | Universidad de Antioquia (PUBLISHER • CO) |
| DOI | 10.17533/udea.ikala.v21n01a02 |
| OpenAlex | W2337664251 |
| Language | ES |
| Citations received | 1 |
| References cited | 21 |
There is great interest in designing English-as-a-foreign-language learning environments to foster critical thinking. In order to do so, understanding the nature of the relationships between the elements involved is necessary. In this sense, the present study aims at determining the relationship between critical thinking abilities (CTA) and reading comprehension (RC) of scientific technical texts in students of English as a foreign language at Universidad Simón Bolívar, Venezuela. This is a transverse exploratory after-the-fact field research framed in a quantitative approach using correlations. The Ennis-Weir Critical Thinking Essay Test was used to measure critical thinking abilities and the De-partmental Reading Comprehension Achievement Test was used to measure linguistic competence. Results show that the relationship between CTA andRC is low, positive and significant. Also, both CTA as well as RC scores were very low. Findings suggest that reading is a useful tool to foster CTA; nonetheless, the course must be tailored in order to improve its effectiveness. Pedagogical implications are discussed. Also, future research suggestions are offered
Competence (human resources · Comprehension · Critical thinking · Foreign language · Humanities · Linguistics · Mathematics education · Reading (process · Reading comprehension · Education and Critical Thinking Development · Education and Teacher Training · Philosophy · Psychology · Social impacts of COVID-19 · Social Psychology
The Cambridge Guide to Teaching English to Speakers of Other Languages
Synthesizing Research on Language Learning and Teaching
The Percentage of Words Known in a Text and Reading Comprehension
Linguistic Interdependence and the Educational Development of Bilingual Children
Interpreting Relationships between L1 and L2 Reading
Method effects on reading comprehension test performance
The effectiveness of two comprehensible-input approaches to foreign language instruction at the intermediate level
Extensive reading and development of different aspects of L2 proficiency
Critical Thinking and Academic Achievement
The Comprehension Strategies of Second Language Readers
Summarizing by Spanish Beginner Learners
Language Competence and Reading Strategies
| Citations per year | 0.17 |
|---|---|
| Citation span | 2020 - 2020 (1) |
| Highly cited | No |