Not a passive learner but an active one: a focus on the efficacy of philosophy-based language instruction and its consequences on EFL learners’ critical thinking, engagement, and academic achievement

Not a passive learner but an active one: a focus on the efficacy of philosophy-based language instruction and its consequences on EFL learners’ critical thinking, engagement, and academic achievement

Abstract This study investigates the impact of Philosophy-Based Language Teaching (PBLT) on the critical thinking skills and learner engagement of English as a Foreign Language (EFL) students. A concurrent mixed-methods approach, including semi-structured interviews, document analysis, and academic...

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Detalles Bibliográficos
Autores principales: Lingxi Li, Sayed M. Ismail, Indrajit Patra, Desta Lami
Formato: Artículo
Lenguaje:English
Publicado: BMC 2024-03-01
Colección:BMC Psychology
Materias:
Academic achievement
Critical thinking
Engagement
Philosophy-based Language Teaching
Acceso en línea:https://doi.org/10.1186/s40359-024-01648-2

Internet

https://doi.org/10.1186/s40359-024-01648-2

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