pedagogical-strategies
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- PaperERIC — ELT & TESOL1 Jan 2025
Fostering Analytical Minds: Integrating Critical Thinking in English Language Teaching
Anjali A. N., Viju M. J.
This paper explores strategies for integrating critical thinking into English language teaching, including Socratic questioning, debates, and problem-based learning. It finds that these approaches improve both language proficiency and higher-order cognitive skills such as analysis and evaluation. Collaborative learning environments further strengthen argumentation and bias recognition.
Original abstract
Critical thinking is integral to English language teaching (ELT) as it enhances both linguistic competence and higher-order cognitive abilities such as analysis, evaluation, and problem-solving. This paper explores how critical thinking can be systematically embedded in ELT to foster intellectual maturity and independent learning. It examines pedagogical strategies--including Socratic questioning, debates, case studies, and problem-based learning--that stimulate discussion, challenge assumptions, and encourage evidence-based reasoning. These approaches not only strengthen students' speaking, listening, and writing skills but also cultivate skills in argumentation, bias recognition, and decision-making. The study highlights the role of collaborative and discussion-based learning environments in deepening engagement and building students' confidence to express well-reasoned views. Findings indicate that integrating critical thinking into ELT improves language proficiency while equipping learners to navigate complex situations, manage diverse perspectives, and respond thoughtfully to real-world challenges. Ultimately, embedding critical thinking in language classrooms prepares students to be analytical, solution-oriented, and reflective individuals capable of meaningful contributions in a dynamic global context.
- PaperERIC — Assessment & second language1 Jan 2025
Enhancing EFL/ESL Learners' Willingness to Communicate through Digital Storytelling: A Systematic Literature Review
Yongmei Chi, Nor Azwahanum Nor Shaid, Nur Ainil Sulaiman
A systematic review of 20 studies (2020-2024) identifies five pedagogical domains of digital storytelling (DST) that enhance EFL/ESL learners' willingness to communicate (WTC): identity-centered expression, cognitive engagement, emotional facilitation, collaborative design, and multimodal mediation. DST reduces affective barriers, boosts self-perceived competence, and fosters social connectedness, positioning it as a holistic learning ecology for authentic language use.
Original abstract
Background/purpose: While digital storytelling (DST) has been widely recognized for its pedagogical potential in language education, the extent to which DST fosters learners' willingness to communicate (WTC) in English as a Foreign Language/English as a Second Language contexts remains underexplored. This systematic literature review seeks to examine how DST contributes to the development of WTC by synthesizing current empirical evidence and identifying the underlying pedagogical mechanisms through which DST exerts its influence. Materials/methods: To address this gap, the present study conducts a systematic literature review following PRISMA guidelines to synthesize empirical evidence on how DST facilitates WTC. A total of 20 peer-reviewed empirical studies published between 2020 and 2024 were retrieved from Scopus and Web of Science and analyzed using thematic analysis. Results: Five pedagogical domains of DST emerged--identity-centered expression, cognitive engagement, emotional facilitation, collaborative design, and multimodal mediation. These domains contribute to different layers of WTC by reducing affective barriers, enhancing self-perceived competence, and fostering social connectedness and situational confidence. This review provides a conceptual map that bridges task-based instruction and affective-cognitive engagement, positioning DST as a holistic learning ecology rather than a mere storytelling technique. Conclusion: The findings provide pedagogical guidance for creating communicative spaces in DST that enable learners to convey personal meaning in authentic language-use contexts. Limitations related to database scope, time range, and exclusion of theoretical literature are acknowledged, and future directions are proposed to broaden the search scope and incorporate theoretical insights for a more comprehensive understanding of DST's role in enhancing WTC.