Laura Giniūnienė

Fostering Critical Thinking in University Classrooms With Action-oriented Approach

Fostering Critical Thinking in University Classrooms With Action-oriented Approach 

Lect. Laura Giniūnienė

Vilnius University, Lithuania

Within the framework of action-oriented approach, it is generally perceived that students need to engage actively in practicing language in real-life situations, fostering communication as a vehicle to acquire real-life skills that are applicable in their social environment (Picardo et al., 2019). Using Bloom’s Taxonomy model, educators can design assignments that challenge students to analyse, create, and evaluate rather than remember and understand the information (Zapalska et al., 2018). Critical thinking abilities and problem-based learning should be integrated into language learning curricula at universities (Poštić et al., 2022).  

The current presentation aims to focus on the methodological implementation of the action-oriented approach at Vilnius University, Faculty of Philology. More specifically, the overview of the tasks will be exemplified with students’ responses and impressions on the activities and tasks performed in the classroom. A qualitative methodology was used to collect the data in the form of open questions using the SWOT (Strengths, Weaknesses, Opportunities and Threats) methodology from approximately 500 first-year students over a five-year period (2019 autumn semester to 2023 autumn semester).

The data were collected four times within an academic year, in the middle and at the end of each semester from students studying Computer Science and Software Engineering at the Faculty of Mathematics and Computer Science. The students were asked to share their experience, impressions and the impact the course English for academic purposes had on their work and research.

The research findings have shown that the majority of students tend to enjoy academic speaking activities, especially academic debates, learning to see stances from different perspectives, locating trustworthy scientific sources to prove their argument, analysing research articles and collaborating as a team. Students’ critical thinking, creativity, persuasiveness, and argumentation skills were emphasized as the most relevant for their academic achievements and their upcoming careers. It can thus be argued that the students have successfully learnt a great deal in the academic English course.  

Keywords: action-oriented approach; methodology; teaching; critical thinking; students’ feedback 

References:  

Piccardo, E., & North, B. (2019). The action-oriented approach: A dynamic vision of language education (Vol. 72). Multilingual Matters. 

Poštić, S., Kriaučiūnienė, R., & Ivancu, O. (2023). Viewpoints on the development of critical thinking skills in the process of foreign language teaching in higher education and the labor market. Education Sciences, 13(2), 152.  

Zapalska, A. M., McCarty, M. D., Young-McLear, K., & White, J. (2018). Design of assignments using the 21st century Bloom’s revised taxonomy model for development of critical thinking skills. Problems and Perspectives in Management, 16(2), 291-305. 

Biography:

Laura Giniūnienė  is a lecturer at the Department of Foreign Language Teaching and Research of the Institute of Foreign Languages, Faculty of Philology, Vilnius University, Lithuania. Her research interests: methodology, language teaching, cross-cultural awareness