Browsing by Author "Junisbayeva S."

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    EFL TEACHERS’ PERCEPTIONS OF STRATEGIES TO FOSTER CRITICAL THINKING SKILLS IN ONLINE EDUCATION
    (Suleyman Demirel University, 2020) Junisbayeva S.; Smakova K.
    The significance of critical thinking skills is highly recognized in foreign language teaching worldwide and in the Kazakhstani state curriculum of secondary education as well. However, the COVID-19 crisis obliged most educational institutions to adopt an online form of instruction, which is new for most teachers. Thus, this study analyses the Kazakhstani EFL teachers’ perceptions of fostering critical thinking strategies in online teaching during the pandemics with the aim of investigating how EFL teachers view the core concepts of critical thinking skills and the strategies implemented during online lessons. Employing semi-structured interviews, qualitative data were collected from ten non randomly selected EFL teachers. The findings reveal that teachers are aware of the core concepts of critical thinking skills and the strategies that can be adapted and implemented online. However, while using certain strategies to develop critical thinking skills, teachers encounter challenges that require greater support to overcome.
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    EFL TEACHERS’ PERCEPTIONS OF STRATEGIES TO FOSTER CRITICAL THINKING SKILLS IN ONLINE EDUCATION
    (Global Trends and Values in Education, 2020) Junisbayeva S.; Smakova K.
    The significance of critical thinking skills is highly recognized in foreign language teaching worldwide and in the Kazakhstani state curriculum of secondary education as well. However, the COVID-19 crisis obliged most educational institutions to adopt an online form of instruction, which is new for most teachers. Thus, this study analyses the Kazakhstani EFL teachers’ perceptions of fostering critical thinking strategies in online teaching during the pandemics with the aim of investigating how EFL teachers view the core concepts of critical thinking skills and the strategies implemented during online lessons. Employing semi-structured interviews, qualitative data were collected from ten nonrandomly selected EFL teachers. The findings reveal that teachers are aware of the core concepts of critical thinking skills and the strategies that can be adapted and implemented online. However, while using certain strategies to develop critical thinking skills, teachers encounter challenges that require greater support to overcome.
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    PROJECT-BASED LEARNING AS AN APPROACH TO DEVELOP CRITICAL THINKING SKILLS: A LITERATURE REVIEW
    (2020 International Young Scholars, 2020) Junisbayeva S.
    Abstract Project-Based Learning is a learner-centered approach, which is known as one of the ways that facilitates the development of professional competencies and promotes learners’ critical thinking skills. This paper provides a selective review of the literature and the analysis of the studies on Project-Based Learning (PBL) in the field of foreign language education and critical thinking skills including the main concepts, key components and a learning process within PBL. PBL has a strong theoretical support from the foreign literature, and most of the researchers understood and implemented it as an approach to foster critical thinking skills in the reviewed studies; however, not all of them complied with its essential elements proposed as “Gold Standard of PBL”. Particularly, the analysis of the selected studies in PBL sphere revealed that most of the researchers did not take into consideration the requirements of the last and main stage of the PBL as “Public product”, that demands the projects to be presented in front of the alternative audience. Even though, the final products were designed within these projects, they were not performed out of the classroom, which in its turn is opposite to the policy of rigorous “ProjectBased Learning”.