CRITICAL THINKING SKILLS IN LANGUAGE CLASS OF ARCHITECTURE – A CASE STUDY

Authors

  • Stars Jasmine Karunya Institute of Technology and Sciences, Coimbatore, India

DOI:

https://doi.org/10.46827/ejel.v0i0.2788

Abstract

Arousal of intellectual curiosity enhances the desire to learn. When students apply reasoning and use evidence to solve problems, they start working in the cognitive and metacognitive realms. This may lead to an organized and focused inquiry followed by questions and divergent views. English classrooms have ample opportunities to improve the quality of thought when tasks are designed using reading and listening materials. While concentrating on language skills, emphasis is given to critical thinking. Moving away from factual knowledge, the students will have opportunities to make intellectual moves, reason well and offer solutions to the problems. Using a listening or a passage, the task should be designed which would combine ideas and information in a new way that would lead to discussions based on the 4Cs communication, creativity, collaboration, and critical thought. The paper focuses on the need of inculcating ‘thinking' in the 21st century learners.

 

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Author Biography

  • Stars Jasmine, Karunya Institute of Technology and Sciences, Coimbatore, India

    Dr. Stars Jasmine is a teacher of three decades, interested in innovation in teaching and learning. Her other areas of research are Problem/ Project based learning, ICT in language learning and task-based language learning. Currently she works as Associate Professor in KITS, Coimbatore, India.

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Published

2020-01-06

Issue

Vol 5, No 1 (2019)

Section

Articles

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