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职前英语教师同伴反馈活动与批判性思维倾向的相关性研究.docx

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职前英语教师同伴反馈活动与批判性思维倾向的相关性研究 Title:TheCorrelationbetweenPeerFeedbackActivitiesforPre-ServiceEnglishTeachersandCriticalThinkingDispositions Abstract: Thisresearchaimstoexplorethecorrelationbetweenpeerfeedbackactivitiesforpre-serviceEnglishteachersandtheircriticalthinkingdispositions.ThestudyinvestigateswhetherengaginginpeerfeedbackactivitiesfostersthedevelopmentofcriticalthinkingskillsamongfutureEnglishteachers.Amixed-methodsapproach,involvingdatacollectionthroughsurveysandinterviews,willbeemployedtogatherinsightsfrompre-serviceEnglishteachers.ThefindingswillcontributetotheexistingliteratureontheimportanceofpeerfeedbackactivitiesandcriticalthinkingdispositionsinthefieldofEnglishlanguageteaching. Introduction: Pre-serviceEnglishteachersrequirenotonlysolidlanguageproficiencybutalsoeffectiveteachingstrategiestoensuresuccessfullanguagelearningfortheirfuturestudents.Peerfeedbackactivitieshavebeenrecognizedasvaluabletoolsforprofessionaldevelopmentinvariousdomains,butitsimpactoncriticalthinkingdispositionsamongpre-serviceEnglishteachersisrelativelyunderexplored.Thisresearchseekstobridgethisgapbyinvestigatingthecorrelationbetweenthesetwovariables. LiteratureReview: 1.DefinitionandImportanceofCriticalThinkingDispositions: Criticalthinkingdispositionsrefertotheindividual'sinclinationtoengageinreflectiveandindependentthinking.Itinvolvestheabilitytoanalyze,evaluate,andsynthesizeinformationeffectively.Previousresearchhasestablishedthesignificanceofcriticalthinkingdispositionsinvariouseducationalcontexts,astheycontributetomoreself-directedandeffectivelearningexperiences. 2.TheRoleofPeerFeedbackActivities: Peerfeedbackactivitiesprovidepre-serviceEnglishteacherswithanopportunitytoengageincollaborativeandreflectivelearning.Peer-to-peerinteractionsfostercriticalthinkingskillsbyencouragingstudentstoevaluateandprovideconstructivefeedbackoneachother'swork.Researchshowsthatengagingintheseactivitiescanenhancestudents'cognitiveandmetacognitiveskills,leadingtoadeeperunderstandingofsubjectmatte