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Evaluating critical thinking elements in a secondary school English language textbook in Malaysia

Despite increasing calls to develop critical thinking (CT), Malaysian students struggle with CT due to the lack of opportunities to engage with these thinking skills in the classroom. In this study, we explore the potential for CT engagement within the context of English language education by focuss...

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Main Authors: Ng, Qing Yi, Joseph Jeyaraj, Joanna
Format: Article
Language:English
Published: Human Resources Management Academic Research Society (HRMARS) 2023
Online Access:http://psasir.upm.edu.my/id/eprint/107756/1/evaluating-critical-thinking-elements-in-a-secondary-school-english-language-textbook-in-malaysia.pdf
http://psasir.upm.edu.my/id/eprint/107756/
https://hrmars.com/index.php/IJARPED/article/view/17454/Evaluating-Critical-Thinking-Elements-in-a-Secondary-School-English-Language-Textbook-in-Malaysia
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spelling my.upm.eprints.1077562024-07-15T02:35:55Z http://psasir.upm.edu.my/id/eprint/107756/ Evaluating critical thinking elements in a secondary school English language textbook in Malaysia Ng, Qing Yi Joseph Jeyaraj, Joanna Despite increasing calls to develop critical thinking (CT), Malaysian students struggle with CT due to the lack of opportunities to engage with these thinking skills in the classroom. In this study, we explore the potential for CT engagement within the context of English language education by focussing on a prescribed textbook that is used in secondary schools nationwide. We sought to determine CT elements infused into English Download B1+ Student's Book and to explore how the textbook encouraged the use of CT among students. Quantitative content analysis was utilised to analyse and evaluate CT elements in the textbook and qualitative content analysis was employed to further examine and explicate textbook tasks. Instruments used included the Cambridge Assessment Taxonomy of Critical Thinking, California Critical Thinking Disposition Inventory (CCTDI), and CT activities from Jebbour’s (2019) analysis checklist. Our analysis revealed that CT activities had the highest frequency of occurrence, followed by CT skills, and lastly CT dispositions. Therefore, we recommend more opportunities for CT dispositions to be developed through textbook tasks. Additionally, while the presence of CT activities in textbook was observed, we suggest a greater variety of tasks to address the teaching of the four main language skills. Human Resources Management Academic Research Society (HRMARS) 2023-06-24 Article PeerReviewed text en http://psasir.upm.edu.my/id/eprint/107756/1/evaluating-critical-thinking-elements-in-a-secondary-school-english-language-textbook-in-malaysia.pdf Ng, Qing Yi and Joseph Jeyaraj, Joanna (2023) Evaluating critical thinking elements in a secondary school English language textbook in Malaysia. International Journal of Academic Research in Progressive Education and Development, 12 (2). pp. 1733-1747. ISSN 2226-6348 https://hrmars.com/index.php/IJARPED/article/view/17454/Evaluating-Critical-Thinking-Elements-in-a-Secondary-School-English-Language-Textbook-in-Malaysia 10.6007/ijarped/v12-i2/17454
institution Universiti Putra Malaysia
building UPM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Putra Malaysia
content_source UPM Institutional Repository
url_provider http://psasir.upm.edu.my/
language English
description Despite increasing calls to develop critical thinking (CT), Malaysian students struggle with CT due to the lack of opportunities to engage with these thinking skills in the classroom. In this study, we explore the potential for CT engagement within the context of English language education by focussing on a prescribed textbook that is used in secondary schools nationwide. We sought to determine CT elements infused into English Download B1+ Student's Book and to explore how the textbook encouraged the use of CT among students. Quantitative content analysis was utilised to analyse and evaluate CT elements in the textbook and qualitative content analysis was employed to further examine and explicate textbook tasks. Instruments used included the Cambridge Assessment Taxonomy of Critical Thinking, California Critical Thinking Disposition Inventory (CCTDI), and CT activities from Jebbour’s (2019) analysis checklist. Our analysis revealed that CT activities had the highest frequency of occurrence, followed by CT skills, and lastly CT dispositions. Therefore, we recommend more opportunities for CT dispositions to be developed through textbook tasks. Additionally, while the presence of CT activities in textbook was observed, we suggest a greater variety of tasks to address the teaching of the four main language skills.
format Article
author Ng, Qing Yi
Joseph Jeyaraj, Joanna
spellingShingle Ng, Qing Yi
Joseph Jeyaraj, Joanna
Evaluating critical thinking elements in a secondary school English language textbook in Malaysia
author_facet Ng, Qing Yi
Joseph Jeyaraj, Joanna
author_sort Ng, Qing Yi
title Evaluating critical thinking elements in a secondary school English language textbook in Malaysia
title_short Evaluating critical thinking elements in a secondary school English language textbook in Malaysia
title_full Evaluating critical thinking elements in a secondary school English language textbook in Malaysia
title_fullStr Evaluating critical thinking elements in a secondary school English language textbook in Malaysia
title_full_unstemmed Evaluating critical thinking elements in a secondary school English language textbook in Malaysia
title_sort evaluating critical thinking elements in a secondary school english language textbook in malaysia
publisher Human Resources Management Academic Research Society (HRMARS)
publishDate 2023
url http://psasir.upm.edu.my/id/eprint/107756/1/evaluating-critical-thinking-elements-in-a-secondary-school-english-language-textbook-in-malaysia.pdf
http://psasir.upm.edu.my/id/eprint/107756/
https://hrmars.com/index.php/IJARPED/article/view/17454/Evaluating-Critical-Thinking-Elements-in-a-Secondary-School-English-Language-Textbook-in-Malaysia
_version_ 1805889913330073600
score 13.211869

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