Yan Ziguang
School of Foreign Studies, Hebei University, Baoding, China.
Front Psychol. 2021 Nov 12;12:773138. doi: 10.3389/fpsyg.2021.773138. eCollection 2021.
Critical thinking has been the focus of many studies considering the educational and social contexts. However, English as a foreign language (EFL) context is the one in which studies about critical thinking and its link to classroom engagement have not been carried out as much as expected. Hence, this study investigated to understand the association between EFL teachers' critical thinking ability and students' classroom engagement to get a broader understanding of the impact critical thinking has on students' success. To do this, firstly, both variables of this study are defined and explicated. Then, the relationship between critical thinking and students' classroom engagement is discussed. Finally, the implications of this research and also its limitations along with suggestions for further studies are put forward.
批判性思维一直是许多考虑教育和社会背景的研究的焦点。然而，作为外语的英语（EFL）环境是一个关于批判性思维及其与课堂参与度之间联系的研究尚未达到预期数量的环境。因此，本研究进行调查以了解外语教师的批判性思维能力与学生课堂参与度之间的关联，以便更广泛地理解批判性思维对学生学业成就的影响。为此，首先，对本研究的两个变量进行定义和阐释。然后，讨论批判性思维与学生课堂参与度之间的关系。最后，提出本研究的意义、局限性以及对进一步研究的建议。
