Academic journal article Modern Journal of Language Teaching Methods

Critical Thinking, Mindfulness and Academic Achievement among Iranian Efl Learners

Academic journal article Modern Journal of Language Teaching Methods

Critical Thinking, Mindfulness and Academic Achievement among Iranian Efl Learners

Article excerpt

1. INTRODUCTION

In recent times, English has been the language of "globalization" and it was accepted as an international language for communication between people with different mother tongues over a wide area. Therefore, learning and teaching English have become so important in second and foreign contexts. Consequently, to develop the main goals of education, the students' learning and the quality of teaching, efficient and effective methods and approaches of teaching English should be taken into consideration. Teachers, through managing students' behaviors in the classroom and creating a positive learning environment, might be able to teach more efficiently and provide more help to learners with their academic achievement (Wentzel, 2002).Individuals must ask questions, create new ways of solving problems, connect new knowledge to the information they already have and apply their knowledge in new situations to be to live and have competition in the era of information. Individuals must improve their critical thinking skills which have been recently logically from this information, and come to reliable and trustworthy conclusions located among the most important goals in information, efficiently and creatively classify through this information, reason education. A person who thinks critically is able to ask appropriate questions, collect relevant about the world that enable him/her to live and act successfully in it (Center for Critical Thinking, 1996a).

Over the past 15 years, an interest as grown rapidly in the benefits of mindfulness practice. From its initial applications in medicine, mindfulness training has spread into the fields of psychology, healthcare, neuroscience, business, the military, and education. There are noticeable data that, in adults, mindfulness increases health and well-being via reducing stress, anxiety, and depression; enhancing neuroendocrine and immune system function; improving adherence to medical treatments; lessening necessity for medication; changing perception of pain; increasing motivation to make lifestyle changes; and encouraging social connection and refined interpersonal relations (Ludwig &Kabat-Zinn2008).

A. Statement of the Problem

Mindfulness and critical thinking are two relatively new constructs, so there are gaps in the literature and little has been conducted regarding this domain of study. First, the relationship between the two constructs should be understood before they can be used by administrators. The purpose of this study is to determine whether mindfulness and critical thinking will lead to academic achievement or not. It also looks at the relationship between mindfulness, critical thinking and academic achievement. The benefit of this study is that it will add useful information to the bank of knowledge already in existence in relation to mindfulness and critical thinking and academic achievement. Thus, it will be a tool for administrators to use as they create sound methods of advancing learner achievement.

B. Significance of the Study

The researcher of this study believes that nowadays highly technical society that changes and develops rapidly and with the very curious and eager to get new information students who live and study in this informative era, we need teachers who can realize students' needs. The researcher thinks that the time of manual teachers, those teachers who just follow the teaching instruction, is over. The educational system needs teachers who are researchers and use new methods and technics that help reciprocal teaching. These teachers think critically and encourage critical thinking and social negotiation and always look for new teaching techniques to be effective teachers. They know how to treat their students and share feelings and thoughts with them but not dominate them. In other words, they know how to be critical thinkers and mindfulness teachers and help their learners.

C. Research Questions & Hypotheses

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