N. Čiučiulkienė, I. Tandzegolskienė-Bielaglovė, M. Čuladienė

Development of Critical Thinking through Phenomenon-Based Learning: Experiences of Foreign Language Teachers

Development of Critical Thinking through Phenomenon-Based Learning: Experiences of Foreign Language Teachers

Nijolė Čiučiulkienė 

Vytautas Magnus University, Lithuania  

Ilona Tandzegolskienė-Bielaglovė 

Vytautas Magnus University, Lithuania 

Martyna Čuladienė 

Vytautas Magnus University, Lithuania 

The current research findings state that Phenomenon-based learning (further PhenoBL) is one of the successful didactic innovations that enable the development of Four Competencies: Creativity, Critical thinking, Collaboration, and Communication. Still, as with every innovation, PhenoBL provokes a lot of argumentative reasoning the major ideas of which might be grouped into pros and cons that are centered around the failure or success of the implementation of innovation. The research tries to answer the question of how are foreign language teachers in Lithuania prepared to apply the PhenoBL method in TFL in Lithuanian schools. 

As there are not so many investigations directed toward the teachers‘ attitudes about the results of the implementation of PhenoBL, especially in FLT (Foreign Language Teaching), this research aims to examine the attitudes of foreign language teachers in Lithuania, about the implementation of the PhenoB, while employing the quantitative research approach. The quantitative survey results have indicated the relevance of having foundational knowledge about the processes of any innovation implementation, revealed the importance of didactic knowledge about the PhenoBL itself, highlighted the role of the teacher as a guide in the process, and the complementary nature of teaching languages using PhenoBL without replacing the curriculum. The teachers stressed the idea that the PhenoBL focuses on the process rather than the final product and can be integrated differently depending on the linguistic abilities of the learners which empowers students not only to manage the language learning process themselves but also puts emphasis on increasing critical thinking abilities.  

Keywords: critical thinking; foreign language teaching; innovative methods; phenomenon-based learning 

References 

Akkas, E., & Eker, C. (2021). The Effect of Phenomenon-Based Learning Approach on Students' Metacognitive Awareness. Educational Research and Reviews, 16(5), 181-188.] 

Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M.(2012). Defining twenty-first century skills. Assessment and teaching of 21st century skills, 17-66. 

Čiuciulkiene, N., & Stankeviciene, E. (2014). PBL as a premise for the emancipation of students speaking English skills in the university of applied sciences IŠŠŪKIAI IR SOCIALINĖ ATSAKOMYBĖ VERSLE. Kaunas 

Ciuciulkiene, N., Tandzegolskiene-Bielaglove, I., & Culadiene, M. (2023). Phenomenon-Based Learning in Teaching a Foreign Language: Experiences of Lithuanian Teachers. Social Sciences, 12(12), 670. 

Fields, D. L. (2018). 101 Scaffolding Techniques for the Language and Content Teaching. Barcelona: Editorial Octaedro. 

Grusche, S. (2019). Phenomenon-based learning and model-based teaching: Do they match?      In Journal of Physics: Conference Series (Vol. 1287, No. 1, p. 012066). IOP Publishing.  

Johnson, M. (2021). Implementing Phenomenon Based Learning Into English Language Development Curriculum. 

Kangas, M., & Rasi, P. (2021). Phenomenon-Based learning of multiliteracy in a Finnish upper secondary school. Media Practice and Education, 22(4), 342-359. 

Makarova, T. S., Matveeva, E. E., Molchanova, M. A., Morozova, E. A. (2020). Phenomenon-based approach to teaching Russian as a foreign language in the cultural context. European Proceedings of Social and Behavioural Sciences, 95. 

Mamatkulovna, D. N. (2023). Theoretical foundation of phenomenon-based learning approach to teaching. Best journal of innovation in science, research and development, 82-88. 

Marsh, D., Pérez, W. D., & Morales, M. E. (2019). Enhancing language awareness and competence-building through a fusion of phenomenon-based learning and content and language integration. Journal of E-learning and Knowledge Society, 15(1). 

Meriläinen, Merja, &  Maarika Piispanen. (2012). Learning as a phenomenon–Manuscript of phenomenon-based learning. In EDULEARN12 Proceedings, Proceedings of the 4th International Conference on Education and New Learning Technologies, Barcelona, Spain, 2–4 July 2012. Barcelona: IATED, pp. 5447–54. 

Mulisa, F. (2022). When Does a Researcher Choose a Quantitative, Qualitative, or Mixed Research Approach?. Interchange, 53(1), 113-131. 

Nguyen, H. P. (2018). Phenomenon-based learning in Finnish and Vietnamese upper secondary school curriculum for English as a foreign language. 

Silander, P. (2015). Rubric for Phenomenon Based Learning. Retrieved October 5, 2016, from http://www.phenomenaleducation.info/phenomenon-based-learning. 

Symeonidis, V., & Schwarz, J. F. (2016, December). Phenomenon-based teaching and learning through the pedagogical lenses of phenomenology: The recent curriculum reform in Finland. In Forum Oświatowe (Vol. 28, No. 2 (56), pp. 31-47). University of Lower Silesia.] 

Valanne, E., Al Dhaheri, R., Kylmalahti, R., & Sandholm-Rangell, H. (2017). Phenomenon based learning implemented in Abu Dhabi school model. International Journal of Humanities and Social Sciences, 9(3), 1-17. 

Varzari, E. (2022). Teaching the Speech Act of Praise via the Phenomenon-Based Approach. In Probleme de filologie: aspecte teoretice şi practice (pp. 137-143). 

Wakil, K., Rahman, R., Hasan, D., Mahmood, P., & Jalal, T. (2019). Phenomenon-based learning for teaching ict subject through other subjects in primary schools. Journal of Computer and Education Research, 7(13), 205-212. 

Wilson, D., & Conyers, M. (2016). Teaching students to drive their brains: Metacognitive strategies, activities, and lesson ideas.  

Biography 

Nijolė Čiučiulkienė is a Doctor of Social Sciences, Associate Professor at the Academy of Education, Vytautas Magnus University, Lithuania. Her research interests include modern didactics, phenomenon based learning, PBL, teacher training, edutainment, pedagogical communication and rhetorics, mentoring.  Social interests: public advisor of Lithuanian Parliament member, expert on the database “Lituanistika.”  

Ilona Tandzegolskienė-Bielaglovė is a Doctor of Social Sciences, Associate Professor at the Academy of Education, Vytautas Magnus University, Lithuania. Her reasearch interest include learning culture, theories of motivation, career planning and career counseling, organization of learning activities outside of school, education based on the study of phenomena. Social interest: Member of the Lithuanian Association of Professional Relations Consultants since 2023; ISCI International supervision and coaching institute association member since 2022; Member of Researchers' Excellence Network (RENET) since 2017. 

Martyna Čuladienė  has Master degree in Education. Her reasearch interest include phenomenon based learning method and foreign languages teaching. Social interest: Community Outreach and Engagement: engaging with local communities to understand their educational needs and working collaboratively to develop programmes and initiatives that support learners of all ages.