IMPROVE CRITICAL THINKING IN NON-PHILOLOGY STUDENTS

Authors

  • Yaqubov Odil Mengliyevich “Tashkent Institute of Irrigation and Agricultural Mechanization Engineers” National Research University English department, English language teacher Author

Keywords:

Critical thinking, aspect, encourage reading, evaluate evidence, self-reflection, feedback.

Abstract

The current study aimed to argue that developing critical thinking skills in language learners is an important component of non-philology classes. A variety of approaches, including explicit teaching of critical thinking skills and the use of specialized programs, have been proposed to increase learners' critical thinking abilities.

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References

Anderson, L. W., & Krathwohl, D. R. (2001). (Eds.). A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational objectives: Complete edition. New York: Longman.

Ennis, R.H. (2009).Critical Thingking Assessment.pp.179-186.

Stoyanov, S. and Hoogveld, B. 2011. The Future of Learning: Preparing for Change.

Rizqi, Y.F., Djono, and Susanto. (2020). Development of Local History Learning with the Heroism Theme of K. Gholib Based on E-Book for Private Vocational School Students in Pringsewu Regency. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 3 (3): 1287-1300pp

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Published

2024-06-07

Issue

Vol. 2 No. 19 (2024): SUSTAINABILITY OF EDUCATION, SOCIO-ECONOMIC SCIENCE THEORY

Section

Articles