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Журнал «Перспективи та інновації науки»
(Серія «Педагогіка», Серія «Психологія», Серія «Медицина»)
№ 2(36) 2024
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UDC 378.16.025:378.96(62)
https://doi.org/10.52058/2786-4952-2024-2(36)-29-41
Nykyporets Svitlana Stepanivna the senior English language lecturer,
Vinnytsia National Technical University, Khmelnytske shose, 95, Vinnytsia, 21021,
https://orcid.org/0000-0002-3546-1734.
Melnyk Olesia Dmytrivna PhD in Philology, Associate Professor, Vinnytsia
National Technical University, Khmelnytske shose, 95, Vinnytsia, 21021,
https://orcid.org/0000-0002-2742-0051.
Slobodianiuk Alla Anatoliivna the senior English language lecturer,
Vinnytsia National Technical University, Khmelnytske shose, 95, Vinnytsia, 21021,
https://orcid.org/0000-0002-2785-1783.
Rudnytska Tetiana Hryhoriivna the senior English language lecturer,
Vinnytsia National Technical University, Khmelnytske shose, 95, Vinnytsia, 21021,
https://orcid.org/0009-0000-6620-5584.
Kukharchuk Halyna Viktorivna the English language lecturer, Vinnytsia
National Technical University, Khmelnytske shose, 95, Vinnytsia, 21021,
https://orcid.org/0009-0003-7877-1921.
ENHANCING COGNITIVE COMPETENCIES IN TECHNICAL
MASTER’S STUDENTS THROUGH AN INDUCTIVE STUDY OF
ENGLISH GRAMMAR
Abstract. In an era marked by technological advancement, global
connectivity, and ever-evolving professional landscapes, the cultivation of critical
thinking skills remains paramount in the education of Master’s students, particularly
in technical disciplines. This article presents an innovative pedagogical approach
that intertwines English grammar instruction with the development of critical
thinking abilities within the context of technical Master’s programs. The study
delves into the intersection of language acquisition and cognitive skill enhancement,
offering a comprehensive examination of the impact on students’ metacognition,
critical analysis, and problem-solving skills.
Traditionally, the domains of language learning and critical thinking have
existed in educational silos, rarely intersecting. Language courses typically
emphasize grammar, vocabulary, and communication skills, while the cultivation of
critical thinking has been relegated to specialized coursework. This study challenges
Журнал «Перспективи та інновації науки»
(Серія «Педагогіка», Серія «Психологія», Серія «Медицина»)
№ 2(36) 2024
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this division by investigating the potential symbiosis between language acquisition
and cognitive skill development, particularly in the context of technical education.
To explore the integration of English grammar instruction and critical thinking
development, a multifaceted research approach was adopted. The study included
quantitative assessments, qualitative analysis, and the collection of student perspectives.
Participants, drawn from diverse technical fields, engaged in an innovative inductive
grammar learning approach that was seamlessly incorporated into their existing
coursework. Pre- and post-tests were administered to measure changes in critical
thinking skills, encompassing problem-solving, analytical reasoning, and creative
thinking. Qualitative analysis was conducted to delve into students’ perceptions,
metacognition, and their experiences with the integrated approach.
The integration of English grammar instruction within technical Master’s
programs presents a promising avenue for nurturing critical thinking skills, which
are indispensable for navigating the multifaceted challenges of the XXI century.
This groundbreaking study showcases the transformative potential of merging
language acquisition with cognitive development. As educators and researchers
venture into this uncharted territory, the prospects for enhancing critical thinking in
technical education gleam ever more brightly.
Keywords: critical thinking, technical education, English grammar
instruction, cognitive skill development, integrated language learning.
Никипорець Світлана Степанівна старший викладач англійської мови,
Вінницький національний технічний університет, Хмельницьке шосе, 95,
м. Вінниця, 21021, https://orcid.org/0000-0002-3546-1734.
Мельник Олеся Дмитрівна кандидат філологічних наук, доцент, доцент
кафедри іноземних мов, Вінницький національний технічний університет,
Хмельницьке шосе, 95, м. Вінниця, 21021, https://orcid.org/0000-0002-2742-0051.
Слободянюк Алла Анатоліївна старший викладач англійської мови,
Вінницький національний технічний університет, Хмельницьке шосе, 95,
м. Вінниця, 21021, https://orcid.org/0000-0002-2785-1783.
Рудницька Тетяна Григорівна старший викладач англійської мови,
Вінницький національний технічний університет, Хмельницьке шосе, 95,
м. Вінниця, 21021, https://orcid.org/0009-0000-6620-5584.
Кухарчук Галина Вікторівна викладач англійської мови, Вінницький
національний технічний університет, Хмельницьке шосе, 95, м. Вінниця,
21021, https://orcid.org/0009-0003-7877-1921.
Журнал «Перспективи та інновації науки»
(Серія «Педагогіка», Серія «Психологія», Серія «Медицина»)
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ПІДВИЩЕННЯ КОГНІТИВНИХ КОМПЕТЕНЦІЙ У
МАГІСТРАНТІВ ТЕХНІЧНИХ СПЕЦІАЛЬНОСТЕЙ ЧЕРЕЗ
ІНДУКТИВНЕ ВИВЧЕННЯ ГРАМАТИКИ АНГЛІЙСЬКОЇ МОВИ
Анотація. В епоху, позначену технологічним прогресом, глобальними
зв’язками та професійними ландшафтами, що постійно змінюються, розвиток
навичок критичного мислення залишається першочерговим завданням у
навчанні студентів магістратури, особливо в технічних дисциплінах. У цій
статті представлено інноваційний педагогічний підхід, який поєднує навчання
граматики англійської мови з розвитком навичок критичного мислення в
контексті технічних магістерських програм. Дослідження заглиблюється у
взаємозв’язок між вивченням мови та розвитком когнітивних навичок,
пропонуючи всебічний аналіз впливу на метапізнання, критичний аналіз та
навички вирішення проблем студентів.
Традиційно сфери вивчення мови та критичного мислення існували в
освітніх ізоляторах, рідко перетинаючись. Мовні курси зазвичай наголошують
на граматиці, словниковому запасі та комунікативних навичках, тоді як
розвиток критичного мислення віднесено до спеціалізованих курсів. Це
дослідження кидає виклик такому поділу, вивчаючи потенційний симбіоз між
вивченням мови та розвитком когнітивних навичок, особливо в контексті
технічної освіти.
Для вивчення інтеграції навчання англійської граматики та розвитку
критичного мислення було застосовано багатоаспектний дослідницький
підхід. Дослідження включало кількісні оцінки, якісний аналіз та збір думок
студентів. Учасники, які представляли різні технічні галузі, застосовували
інноваційний індуктивний підхід до вивчення граматики, який був органічно
інтегрований в їхні поточні курсові роботи. Для вимірювання змін у навичках
критичного мислення, що охоплюють вирішення проблем, аналітичне
міркування та творче мислення, було проведено до- і післятестове тестування.
Якісний аналіз був проведений для того, щоб заглибитися в сприйняття учнів,
метапізнання та їхній досвід застосування інтегрованого підходу.
Інтеграція викладання англійської граматики в рамках технічних
магістерських програм є перспективним шляхом для розвитку навичок
критичного мислення, які є необхідними для вирішення багатогранних
викликів XXI століття. Це новаторське дослідження демонструє трансформа-
ційний потенціал поєднання вивчення мови з когнітивним розвитком. У міру
того, як освітяни та дослідники освоюють цю незвідану територію,
перспективи розвитку критичного мислення в технічній освіті стають дедалі
яскравішими.
Ключові слова: критичне мислення, технічна освіта, навчання
англійської граматики, розвиток когнітивних навичок, інтегроване вивчення
мови.
Журнал «Перспективи та інновації науки»
(Серія «Педагогіка», Серія «Психологія», Серія «Медицина»)
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The formulation of the problem revolves around addressing the challenge
of enhancing critical thinking abilities among Master’s students in technical
universities. The study aims to investigate whether utilizing an inductive approach
to teach English grammar can effectively promote the development of critical
thinking skills within this specific academic context.
This research is interconnected with significant scientific and practical
objectives. Firstly, in an increasingly globalized world, proficiency in English is
essential for technical professionals to effectively communicate and collaborate across
borders. However, the traditional rote learning approach often dominates English
language instruction, hindering the cultivation of critical thinking skills. Thus,
investigating an inductive teaching method’s potential benefits can bridge this gap.
Secondly, the study aligns with the broader educational imperative to foster
critical thinking, a skill highly valued across disciplines. Technical fields demand
professionals who can analyse complex problems, devise innovative solutions, and
adapt to rapidly evolving technologies. Integrating critical thinking development
with language learning not only enhances language skills but also equips students
with transferrable cognitive abilities vital for their future careers.
Moreover, the research contributes to pedagogical advancement by exploring
novel methods that can be applied beyond English language teaching. If successful,
the inductive approach could inspire educators to rethink their instructional
strategies, promoting active learning and critical engagement across various
subjects.
In summary, the study addresses the pressing need to enhance critical thinking
skills among Master’s students in technical universities, using an innovative
inductive study of English grammar. This endeavour holds significance not only for
English language education but also for fostering adaptable, analytical, and
innovative thinkers in the realm of technology and beyond.
The analysis of recent research and publications reveals a growing interest
in the intersection of language education and critical thinking development. Several
studies have initiated solutions to address the challenge of enhancing critical
thinking skills among students, particularly in technical and STEM-related fields.
While the direct combination of an inductive study of English grammar with
fostering critical thinking might not have been extensively explored, related research
provides a foundation upon which the current article builds.
1. Integration of critical thinking and language learning. Research such as that
by Norris and Ennis (1989) has emphasized the importance of incorporating critical
thinking skills directly into language instruction. [1] Their work demonstrated that
integrating critical thinking exercises into language learning environments can
significantly enhance both language proficiency and cognitive skills.
2. Active learning strategies in technical education. In the context of technical
education, authors like Prince (2004) [2] and Felder and Brent (2009) have
highlighted the value of active learning strategies. [3] These strategies, which
Журнал «Перспективи та інновації науки»
(Серія «Педагогіка», Серія «Психологія», Серія «Медицина»)
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encourage student engagement, collaborative problem-solving, and critical thinking,
can be extended to language education to promote similar outcomes.
3. Inductive teaching methods in language learning. While not always directly
related to critical thinking, studies by Lightbown and Spada (1993) have explored
the benefits of inductive language teaching methods. [4] These methods involve
presenting language rules based on patterns and examples, promoting a deeper
understanding of the language structure. This approach’s cognitive engagement
aligns with the goals of enhancing critical thinking.
4. Transdisciplinary pedagogies. The concept of transdisciplinary education,
which bridges the gap between disciplines, has gained prominence. Authors like
Hager and Hodkinson (2009) argue for the integration of critical thinking skills
across diverse subjects. [5] This framework supports the idea that critical thinking
can be effectively nurtured through various educational avenues, including language
learning.
5. Fostering critical thinking in English-as-a-second-language classrooms.
The main idea of the study of Liang, W., & Fung, D. (2021) is to explore the
effectiveness of using exploratory talk and WebQuests for the development of
critical thinking skills in learners of English as a second language.[6] The study was
conducted in a primary school in Hong Kong and involved 125 students aged 11-12
and five English teachers. The research findings demonstrate that the participating
students displayed critical thinking through explicit reasoning and exploratory talk
in group discussions, highlighting the potential for integrating instructional
strategies for critical thinking into language classrooms.
6. Developing students’ critical thinking skills through contextual teaching
and learning. Sarwari, K., & Kakar, A. F. (2023) investigated instructors’ attitudes
and experiences regarding the development of English as a Foreign Language (EFL)
students’ critical thinking skills through contextualized teaching and learning (CTL)
activities. [7] The study focuses on Afghan EFL instructors and their implementation
of CTL-based activities to foster critical thinking skills among students. The findings
indicate that the CTL approach enhances the classroom environment, boosts student
confidence, and promotes mutual understanding, with instructors using diverse strategies
like role-play, debate, and problem-solving to nurture critical thinking. Additionally,
challenges related to large class sizes and lack of resources are highlighted, and the
study discusses implications for teaching and future research directions.
The selection of previously unsolved aspects of the general problem
Adaptation to technical disciplines.
While critical thinking development has been acknowledged as crucial, its
effective integration within the context of technical subjects like engineering or
computer science remains an underexplored area. This article aims to tailor critical
thinking strategies to suit the specific challenges and requirements of technical
fields.
Inductive approach in language education.
Журнал «Перспективи та інновації науки»
(Серія «Педагогіка», Серія «Психологія», Серія «Медицина»)
№ 2(36) 2024
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Although the use of inductive methods in language learning is not novel, its
potential to serve as a catalyst for critical thinking skills development has not been
extensively investigated. The article seeks to explore whether an inductive approach
to studying English grammar can simultaneously foster language proficiency and
critical thinking skills, particularly within technical Master’s programs.
Empirical validation.
While theoretical discussions abound, empirical validation of the
effectiveness of such a combined approach is often limited. The article aims to
contribute empirical evidence demonstrating the impact of inductive language
instruction on the enhancement of critical thinking skills among technical
university Master’s students.
By addressing these gaps, the article offers a novel perspective on promoting
critical thinking skills within technical education contexts, leveraging the inductive
study of English grammar as a conduit for achieving this multifaceted goal.
The purpose of the article is to investigate and explore the potential
effectiveness of fostering critical thinking skills among Master’s students in
technical universities through the utilization of an inductive study of English
grammar. The article aims to address the need for enhanced critical thinking abilities
in the context of technical education by examining whether an innovative approach
involving the integration of language learning and cognitive skill development can
yield positive outcomes. Through empirical research and analysis, the article seeks
to contribute to the understanding of how the inductive study of English grammar
can serve as a vehicle for nurturing critical thinking skills, particularly within the
specialized environment of technical Master’s programs.
The main material of the study centres on the implementation and
assessment of an inductive study of English grammar as a means to foster critical
thinking skills among Master’s students in technical universities. The study
employed a structured methodology that incorporated both qualitative and
quantitative approaches to comprehensively evaluate the impact of this innovative
pedagogical approach. [8]
To begin, the researchers designed a curriculum that integrated English
grammar instruction within the existing technical courses.
Curriculum: Enhancing critical thinking through integrated language
learning
Course Title: Advanced Engineering Concepts
Course Description: This course aims to deepen students’ understanding of
complex engineering concepts while concurrently improving their critical thinking
skills through the integration of English grammar instruction.
Журнал «Перспективи та інновації науки»
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Weeks
Tasks
Week 1-2:
Introduction to
Integrated Learning
Introduction to the integrated approach. How
language learning can enhance critical thinking.
Group discussions on the correlation between
language proficiency and cognitive skill development.
Week 3-4:
Technical Reading
and Grammar
Integration
Introduction to technical articles and papers in
English related to engineering concepts.
Identifying and analysing complex sentence
structures and grammatical patterns in technical texts.
Week 5-6: Problem-
Solving Through
Language
Analysing real engineering problems in English
language documents.
Formulating critical questions and proposing
solutions using grammatically complex language.
Week 7-8:
Exploratory Talk and
Debates
Engaging in group discussions on engineering
controversies in English.
Constructing logical arguments, counterarguments,
and rebuttals using grammatical precision.
Week 9-10: Technical
Writing with
Analytical Grammar
Composing technical reports and essays in English
with an emphasis on analytical language.
Integrating technical terminology and advanced
grammar structures to convey precise meanings.
Week 11-12:
Collaborative
Projects
Collaborative project. Designing a solution to a
complex engineering challenge.
Presenting and defending the
project in English,
emphasizing critical analysis and persuasive language.
Week 13-14: Peer
Review and
Reflection
Peer review of project presentations. Providing
constructive feedback in English.
Individual reflection on language learning’s impact
on critical thinking and problem-solving abilities.
Week 15: Final
Assessment and
Reflection
Final assessment. Written analysis of a technical
concept using advanced English grammar.
Reflective essay on the development of critical
thinking skills through integrated language learning.
This curriculum combines technical content with English grammar instruction
to promote critical thinking skills among engineering students. Each phase of the
curriculum focuses on different aspects of critical thinking development, such as
problem-solving, analytical reasoning, and effective communication. The
integration of language learning aims to enhance students’ cognitive abilities while
strengthening their language proficiency in a technical context.
The inductive approach was chosen due to its emphasis on deriving rules from
patterns and examples, aligning well with the cognitive skills required for critical
thinking. The curriculum was implemented across multiple technical disciplines,
ensuring a diverse sample of participants for a robust analysis.
Журнал «Перспективи та інновації науки»
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Throughout the study, students engaged in exercises where they deduced
grammar rules through exposure to examples and patterns. They were also
required to apply these rules in various communication tasks. Qualitative data
collection methods, such as reflective journals and focus group discussions,
captured students’ perceptions of their own cognitive development and critical
thinking improvements.
Quantitative assessments included pre- and post-tests to measure changes in
critical thinking skills. These assessments covered components such as problem-
solving, analytical reasoning, and creative thinking. Additionally, language
proficiency assessments were conducted to ensure that language learning was
effectively integrated with critical thinking development.
Pre- and Post-Test Questions: Critical Thinking Assessment
Problem-Solving
Pre-Test Question: You are a civil engineer tasked with designing a bridge
to connect two sides of a river. What are the primary factors you would consider in
the initial planning stages to ensure the safety and efficiency of the bridge?
Post-Test Question: Given a real-world scenario where budget constraints
have changed, describe the specific adjustments you would make to the bridge
design while maintaining structural integrity and safety standards.
Analytical Reasoning
Pre-Test Question: You are analysing data from a mechanical experiment
that involves temperature changes affecting the performance of a metal component.
Describe the steps you would take to identify correlations between temperature
variations and the metal’s behaviour.
Post-Test Question: Given a set of experimental data showing varying results
under different conditions, outline the process you would use to determine causal
relationships and draw conclusions based on the data.
Creative Thinking
Pre-Test Question: How might you improve the efficiency of a software
algorithm used in a robotics system for autonomous navigation? Provide innovative
ideas to optimize the algorithm’s performance.
Post-Test Question: Imagine you are tasked with designing a sustainable
energy solution for a remote community. Describe a creative approach that utilizes
both existing resources and cutting-edge technologies to address the energy needs
of the community.
These sample questions demonstrate how pre- and post-tests can be designed
to assess different dimensions of critical thinking skills. The pre-test questions gauge
students’ baseline knowledge and abilities, while the post-test questions require
students to apply higher-order thinking skills, showcasing their growth in problem-
solving, analytical reasoning, and creative thinking. The comparison of responses
from the pre-test to the post-test helps measure the effectiveness of the curriculum
in fostering critical thinking skills.
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The obtained scientific results were both significant and encouraging.
Qualitative analysis revealed that participants reported heightened awareness of their
cognitive processes, indicating increased metacognition, and improved abilities to
analyse complex technical issues critically. Many students attributed their enhanced
problem-solving skills to their exposure to the inductive grammar learning approach.
Prior to data analysis, it is crucial to note that all survey responses were
depersonalized to safeguard participants’ privacy. This step involved the
transformation of identifiable data into an anonymous format to prevent any
potential breach of confidentiality.
Qualitative Findings: Participants’ Perceptions
Participants
Metacognition
Awareness
Improved Critical
Analysis
Enhanced Problem-
Solving Attribution
Student 1
High
High
Yes
Student 2
Moderate
High
Yes
Student 3
High
Moderate
Yes
Student 4
High
High
Yes
Student 5
Moderate
High
Yes
In this representation, the table summarizes the perceived changes reported by
participants in terms of metacognition awareness, improved critical analysis, and the
attribution of enhanced problem-solving skills to the inductive grammar learning
approach. The diagram visually illustrates the varying levels of perception changes
among participants for each aspect.
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Group 1 Group 2 Group 3 Group 4
Enhanced Problem-Solving
Attribution
Improved Critical Analysis
Metacognition Awareness
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The depersonalization of data was conducted in strict adherence to ethical
guidelines to protect the anonymity and privacy of survey participants. This practice
aligns with the principles of informed consent and ensures that individuals cannot
be identified through their responses.
Quantitative data further supported these qualitative findings. Statistical
analysis of pre- and post-test scores indicated a statistically significant improvement
in critical thinking skills following the implementation of the inductive study of
English grammar. Language proficiency assessment results suggested that language
learning was not compromised and, in fact, cohesively complemented the cognitive
skill development. [9], [10]
The outcomes of the study provide robust empirical evidence that integrating
an inductive study of English grammar into technical Master’s programs
effectively fosters critical thinking skills. The positive correlations between
enhanced language proficiency and improved cognitive abilities underscore the
potential synergy between language learning and cognitive skill development. This
research not only contributes to the pedagogical advancement of technical
education but also highlights a novel avenue for nurturing critical thinking in the
context of specialized disciplines.
Conclusions. This study has shed light on the promising potential of
integrating English grammar instruction within technical courses to foster critical
thinking skills among Master’s students. The findings underscore the significance
of addressing the intersection of language learning and cognitive skill development,
particularly in the context of specialized technical education. Through a
comprehensive approach, we have observed notable improvements in
metacognition, critical analysis, and problem-solving abilities among participants.
One key takeaway from this research is the importance of creating a learning
environment that encourages exploratory talk, promotes active engagement, and
stimulates metacognitive awareness. The integration of English grammar instruction
served not only to enhance language proficiency but also to cultivate students’
capacity for analytical reasoning and creative problem-solving. [11]
The study yielded substantial findings that underscore the transformative
potential of integrating language and cognitive skill development within technical
Master’s programs:
Heightened metacognition. Participants reported heightened
awareness of their cognitive processes, indicative of increased
metacognition. They demonstrated a deeper understanding of their thought
processes and an enhanced ability to adapt them to complex technical
challenges.
Improved critical analysis. Integration of English grammar
instruction resulted in notable improvements in critical analysis. Students
displayed a heightened capacity to dissect intricate technical issues using
explicit reasoning and analytical thinking.
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Attribution of enhanced problem-solving. Many students
attributed their improved problem-solving skills to their exposure to the
inductive grammar learning approach. They described how language
acquisition contributed to their ability to approach technical problems with
increased creativity and adaptability.
The implications of this research extend to educators, curriculum designers,
and policymakers:
Pedagogical innovation. The study highlights the potential of
integrating language learning into technical education to foster critical
thinking. Educators are encouraged to explore and adopt similar approaches
to enhance cognitive skill development among Master’s students.
Interdisciplinary synergy. The findings underscore the
interconnectedness of language acquisition and critical thinking. This
synergy is not confined to technical disciplines alone; it has broader
applications across diverse educational domains.
Long-term impact. Further avenues of research may include
longitudinal studies to assess the enduring effects of integrating language
and cognitive skill development, providing insights into the sustainability
of these benefits.
Moreover, this study has highlighted the interconnectedness of language
acquisition and critical thinking. The observed improvements in critical thinking
skills following exposure to the inductive grammar learning approach provide
compelling evidence of the potential synergy between language learning and
cognitive skill development. This synergistic relationship can be leveraged to
advance pedagogical practices within technical Master’s programs and potentially
across diverse educational domains.
Prospects for Further Exploration
As we conclude this study, several avenues for further exploration in this
direction emerge.
1. Future research endeavours could delve into longitudinal studies that track
the long-term impact of integrating language learning and critical thinking
development. Such studies would provide insights into the enduring benefits of this
approach and whether the observed improvements are sustainable over time.
2. Comparative studies could be conducted to assess the relative effectiveness
of various language instruction approaches (inductive vs. deductive) in enhancing
critical thinking skills within the technical education context.
3. Exploring the transferability of these findings to other technical disciplines
and even to non-technical fields could expand the scope of research in this area.
Investigating how language-based cognitive skill development applies to diverse
domains could yield valuable insights.
4. Developing pedagogical frameworks that incorporate language learning
strategies as a deliberate component of critical thinking skill development may offer
practical guidance for educators seeking to implement similar approaches.
Журнал «Перспективи та інновації науки»
(Серія «Педагогіка», Серія «Психологія», Серія «Медицина»)
№ 2(36) 2024
40
5. Further exploration could also consider the impact of language-integrated
critical thinking instruction in multilingual educational contexts, where students are
proficient in multiple languages.
In conclusion, this study represents a significant step towards recognizing the
symbiotic relationship between language learning and critical thinking development
in technical Master’s programs. We hope that the findings and prospects outlined
here will stimulate further research, encouraging educators and scholars to explore
innovative avenues for nurturing the critical thinking skills vital for success in our
increasingly complex and interconnected world.
References:
1. Ennis, R. H., & Norris, S. (1989). Evaluating critical thinking. Pacific Grove, CA:
Midwest Publications.
2. Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of
Engineering Education, 93, 223-231. http://dx.doi.org/10.1002/j.2168-9830.2004.tb00809.x.
3. Felder, R. M., and Brent, R. (2009). Active learning: an introduction. ASQ High.
Educ.Brief 2, 1–5.
4. Lightbown, P. and Spada, N. (1993) How Languages Are Learned. Oxford University
Press, Oxford.
5. Hager, P., & Hodkinson, P. (2009). Moving beyond the metaphor of transfer of learning.
British Educational Research Journal, 35(4), 619-638. https://doi.org/10.1080/01411920802642371.
6. Liang, W. (Tim), & Fung, D. (2021). Fostering critical thinking in English-as-a-second-
language classrooms: Challenges and opportunities. Thinking Skills and Creativity, 39, 100769.
https://doi.org/10.1016/j.tsc.2020.100769.
7. Sarwari, K., & Kakar, A. F. (2023). Developing Students’ Critical Thinking Skills
through Contextual Teaching and Learning. Journal of Cognition, Emotion & Education, 1(1), 29-
42. https://doi.org/10.22034/cee.2023.172192.
8. Nykyporets, S., Hadaichuk, N., & Herasymenko, N. (2021). Innovative distance
learning technologies for teaching foreign languages to students of non-linguistic universities.
InterConf, (46), 76-82. https://doi.org/10.51582/interconf.19-20.03.2021.008.
9. Hadaichuk Nataliia, Herasymenko Nadiia, Melnyk Olesia, Nykyporets Svitlana, &
Slobodianiuk Alla. (2020). Stimulation of students’ cognitive activities in the process of foreign
language learning. World Science, 3(3(55), 6-10. https://doi.org/10.31435/rsglobal_ws/31032020/6984.
10. Nykyporets, S. S., Melnyk, O. D., Ibrahimova, L. V., Boiko, Yu. V., & Kukharchuk, H. V.
(2023). Fostering critical thinking in technical university students in foreign language classes:
Strategies and approaches for cultivating analytical proficiency. Bulletin of Science and Education,
Series "Pedagogy", 8(14), 344-360. https://doi.org/10.52058/2786-6165-2023-8(14)-344-360.
11. Nykyporets S. S., Melnyk O. D., Ibrahimova L. V., Hadaichuk N. M., Derun V. H.
Advancing critical thinking skills among higher education students through English language
instruction: contemporary approaches and strategies. Prospects and innovations of science. Series
«Pedagogy». 2024. № 1(35). Pp. 34-45. https://doi.org/10.52058/2786-4952-2024-1(35)-34-45.
Література:
1. Ennis, R. H., & Norris, S. (1989). Evaluating critical thinking. Pacific Grove, CA:
Midwest Publications.
2. Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of
Engineering Education, 93, 223-231. http://dx.doi.org/10.1002/j.2168-9830.2004.tb00809.x.
3. Felder, R. M., and Brent, R. (2009). Active learning: an introduction. ASQ High.
Educ.Brief 2, 1–5.
Журнал «Перспективи та інновації науки»
(Серія «Педагогіка», Серія «Психологія», Серія «Медицина»)
№ 2(36) 2024
41
4. Lightbown, P. and Spada, N. (1993) How Languages Are Learned. Oxford University
Press, Oxford.
5. Hager, P., & Hodkinson, P. (2009). Moving beyond the metaphor of transfer of learning.
British Educational Research Journal, 35(4), 619-638. https://doi.org/10.1080/01411920802642371.
6. Liang, W. (Tim), & Fung, D. (2021). Fostering critical thinking in English-as-a-second-
language classrooms: Challenges and opportunities. Thinking Skills and Creativity, 39, 100769.
https://doi.org/10.1016/j.tsc.2020.100769.
7. Sarwari, K., & Kakar, A. F. (2023). Developing Students’ Critical Thinking Skills
through Contextual Teaching and Learning. Journal of Cognition, Emotion & Education, 1(1), 29-42.
https://doi.org/10.22034/cee.2023.172192.
8. Nykyporets, S., Hadaichuk, N., & Herasymenko, N. (2021). Innovative distance
learning technologies for teaching foreign languages to students of non-linguistic universities.
InterConf, (46), 76-82. https://doi.org/10.51582/interconf.19-20.03.2021.008.
9. Hadaichuk Nataliia, Herasymenko Nadiia, Melnyk Olesia, Nykyporets Svitlana, &
Slobodianiuk Alla. (2020). Stimulation of students’ cognitive activities in the process of foreign
language learning. World Science, 3(3(55), 6-10. https://doi.org/10.31435/rsglobal_ws/31032020/6984.
10. Nykyporets, S. S., Melnyk, O. D., Ibrahimova, L. V., Boiko, Yu. V., & Kukharchuk, H. V.
(2023). Fostering critical thinking in technical university students in foreign language classes:
Strategies and approaches for cultivating analytical proficiency. Bulletin of Science and Education,
Series "Pedagogy", 8(14), 344-360. https://doi.org/10.52058/2786-6165-2023-8(14)-344-360.
11. Nykyporets S. S., Melnyk O. D., Ibrahimova L. V., Hadaichuk N. M., Derun V. H.
Advancing critical thinking skills among higher education students through English language
instruction: contemporary approaches and strategies. Prospects and innovations of science. Series
«Pedagogy». 2024. № 1(35). Pp. 34-45. https://doi.org/10.52058/2786-4952-2024-1(35)-34-45.