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Enhancing EFL students' critical thinking skills using a technology-mediated self-study approach: EFL graduates and labor market in perspective.

ABSTRACT: This research project bridges the gap between Saudi Vision 2030 and labor market needs by strengthening English as a Foreign Language (EFL) students' critical thinking skills. The increasing unemployment rates may not be due to insufficient vacancies in the labor market, but graduates' lack of the general abilities deemed vital to meet the labor market needs. With employability in mind, this study reiterates that graduates should ideally be advanced specialists, critical researchers, creative initiators, and active communicators to be more competitive and contribute to the prosperity of their nation. Therefore, this research employs a quasi-experimental design (time series design) to investigate how effectively students' critical thinking skills are enriched using a video-mediated self-study program through Telegram. Studies in this respect, regarding the Saudi EFL context, are limited. Therefore, this research employed a video-mediated self-study program through Telegram on learning critical thinking skills for EFL students majoring in English or Translation. The data collection included a pre-and post-test on critical thinking skills and a semi-structured interview. The findings showed that students improved their critical thinking skills due to the training program compared to their performance before the treatment at a low level. Besides, the participants evaluated learning critical thinking skills from thinking ways, feelings, benefits, motivation, challenges and problems, and suggestions. In light of the findings, recommendations were presented.

SUBMITTER: Algouzi S

PROVIDER: S-EPMC10586635 | biostudies-literature | 2023

REPOSITORIES: biostudies-literature

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Enhancing EFL students' critical thinking skills using a technology-mediated self-study approach: EFL graduates and labor market in perspective.

Algouzi Sami S Alzubi Ali Abbas Falah AAF Nazim Mohd M

PloS one 20231019 10

This research project bridges the gap between Saudi Vision 2030 and labor market needs by strengthening English as a Foreign Language (EFL) students' critical thinking skills. The increasing unemployment rates may not be due to insufficient vacancies in the labor market, but graduates' lack of the general abilities deemed vital to meet the labor market needs. With employability in mind, this study reiterates that graduates should ideally be advanced specialists, critical researchers, creative in ...[more]

PMID: 37856514

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Project description:BackgroundIn medicine, critical thinking is required for managing and tolerating medical uncertainty, as well as solving professional problems and treating diseases. However, the core of Confucianism, teacher-centered and exam-oriented settings in middle and high school education may pose challenges to developing critical thinking in Han Chinese or Taiwanese students. Students may be adversely affected by these pedagogies since student-centered settings were more effective in stimulating their critical and reflective thinking, as well as a sense of responsibility, in the ever-changing world. Therefore, guiding students with less stable foundations of critical thinking might require a different approach. A review article highlighted the potential utility of the Socratic method as a tool for teaching critical thinking in the healthcare field. The method involves posing a series of questions to students. More importantly, medical students and residents in clinical teaching are familiar with the method. Almost all healthcare students must complete a biochemistry laboratory course as part of their basic science training. Thus, we aimed to train students to develop critical thinking in the biochemistry laboratory course by using learning sheets and teacher guidance based on the Socratic method and questioning.MethodWe recruited second-year students from a medical school, of whom 32 had medical science and biotechnology majors (MSB), 27 had pharmaceutical science majors (PS), and 85 were medical undergraduate (MU) students. An exercise in critical thinking was conducted during a biochemistry laboratory course, which consisted of five different biochemical experiments, along with learning sheets that contained three or four critical thinking questions. Then, the teacher evaluated the students' ability to think critically based on nine intellectual dimensions (clarity, accuracy, precision, relevance, depth, breadth, logic, fairness, and significance) based on the universal intellectual standards developed by Prof. Linda Elder and Richard Paul. In the following analysis, regression models and multivariate analysis were used to determine how students improved over time, and trajectory analysis were carried out in order to observe the trends in students' critical thinking skills construction.ResultsClarity and logic dimensions were identified as the key elements to facilitate the development of critical thinking skills through learning sheets and teacher guidance in students across all three different healthcare majors. The results showed that metacognitive monitoring via Socratic questioning learning sheets have demonstrated potential encourage students to develop critical thinking skills in all dimensions. Another unique contribution of current study was present the heterogeneous learning patterns and progress trajectories of clarity and logic dimensions within classes.ConclusionUsing the Socratic learning model could effectively develop students' critical thinking skills so they can more effectively care for their patients.

Project description:Background: International medical graduates (IMGs) in Canada are individuals who received their medical education and training outside Canada. They undergo a complex licensing procedure in their host country and compete for limited opportunities available to become practicing physicians. Many of them cannot succeed or do not have the resources or interest to undergo this complex and unpredictable career pathway and seek alternative career options. In this study, we aimed to understand how IMGs integrate into the alternative job market, their demographic characteristics, and the types of jobs they undertake after moving to Canada. Methods: An anonymous cross-sectional, online, nationwide, and open survey was conducted among IMGs in Canada. In addition to demographic information, the questionnaire included information on employment status, types of jobs, professional experience, and level of medical education and practice (e.g., specialties, subspecialties, etc.). We conducted a survey of 1740 IMGs in total; however, we excluded responses from those IMGs who are currently working in a clinical setting, thus limiting the number of responses to 1497. Results: Of the respondents, 43.19% were employed and 56.81% were unemployed. Employed participants were more likely to be older males, have stayed longer in Canada, and had more senior-level job experience before moving to Canada. We also observed that the more years that had passed after graduation, the higher the likelihood of being employed. The majority of the IMGs were employed in health-related nonregulated jobs (50.45%). The results were consistent across other demographic characteristics, including different provinces, countries of origin, gender, time since graduation, and length of stay in Canada. Conclusions: This study found that certain groups of IMGs, such as young females, recent immigrants, recent graduates, and less experienced IMGs had a higher likelihood of being unemployed. These findings will inform policymakers, immigrant and professional service organizations, and researchers working for human resources and professional integration of skilled migrants to develop programs and improve policies to facilitate the employment of IMGs through alternative careers.

Project description:Online learning is becoming more and more popular than traditional learning, and the need to investigate its influence within the framework of instruction and learning domains is - in today's emerging, cutting-edge technology world - an academic trend. The current study's problem intends to explore the impact of virtual versus traditional learning on the academic achievement of EFL students, a subject that has garnered substantial attention from English Language Teaching (ELT) researchers. This study aims to clarify if EFL students' academic progress in a listening skills classroom is influenced by traditional or online learning. The present research compiled information on how EFL students performed when English language teaching took place online as opposed to in a traditional classroom environment. This study, using an experimental research design with (N = 30) pairs of students (both male and female), was held at Najran University, KSA, in the academic year 2022-2023 b y using probability (random sampling). This study used pre-and post-tests to gather data from the subjects of the study, bifurcated into controlled and experimental groups employing the two modes of teaching, viz., online and traditional. The findings of the investigation proved that the experimental group achieved better performance compared to the control group in terms of results and scores. There are no significant differences based on gender. In addition, (N = 20) teachers teaching listening skills to EFL learners participated in semi-structured interviews. The qualitative analysis enlisted flexibility, accessibility, effective communication, collaboration, monitoring of student progress, and the use of a blackboard as constructive elements, followed by maintenance costs, wastage of available resources, long-term engagement, limited face-to-face interaction, and demotivation as critical perspectives. According to the findings of this research, the author recommends further studies with more variables.

Dataset Information

Enhancing EFL students' critical thinking skills using a technology-mediated self-study approach: EFL graduates and labor market in perspective.

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Enhancing EFL students' critical thinking skills using a technology-mediated self-study approach: EFL graduates and labor market in perspective.

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