Creative and Critical Thinking in Language Classrooms

Group Members: -Martin ak Alo -Wan Mohamad Lutfi Aiman bin Wan Mustapha -Lim Jing Hong

TESL (Universiti Putra Malaysia) >Ph.A.Ed.(Hons) (Universiti Sains Malaysia) >M. .Sc.AUTHORITY The author is an authority in writing this article as  He holds relevant university degree. >B. >Trainer of English language teachers at the School of Educational Studies. Malaysia. Universiti Sains Malaysia.D.TESL (Universiti Kebangsaan Malaysia)  Works in relevant field.

 The article is cited in 16 articles. .

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> USM is a pioneering. is a web journal for teachers of English as a second language. transdisciplinary research intensive university that empowers future talents and enables the bottom billions to transform their socio-economic wellbeing. Has past writings on the same subject.  The writer is associated with a reputable institutionUniversiti Sains Malaysia(USM). . The Internet TESL Journal. > Pedagogies for Creative & Critical Thinking in ELT > Qualitative Studies on English Language Teacher Development > Practices and Issues in English Language Teacher Development  The publisher.

>He stated his objective in the introduction paragraph which is “I will attend to the questions of what teachers need in order to develop creative and critical learners. and how they could achieve it.” . which is to explain and educate.OBJECTIVITY  The author shows a vivid and relevance objectivity in writing this article.

 The author does exhibit a particular bias in the second paragraph. for example: “I strongly believe that learners can only become proficient language users if they.”  There are no viewpoint of the author’s affiliation . could display creative and critical thinking through the language. besides using the language and knowing the meaning.

>A reference list is included as evidence as well as for readers’ reference. . They are supported by quoting from other sources which are verifiable. all the authoritative sources are cited appropriately. The information is valid and well researched: >Information in this article is valid. >There are no opinions that are disguised as facts.

QUALITY  The article is of high quality. font sizes. .  No graphics applied in the article. The author however. spelling or typographical errors found in the article. word style to elevate the attractiveness of the article. Text flows well and no repetitive arguments in the article.  Information in the article is well-organized. It is written in a logical structure. titles and subtitles. and also to create clear distinction between each main point or idea.  No grammar. The main points are clearly presented with appropriate headers. used suitable formatting such as spacing.

he adapted in appendix from Costa and Marzano (1987): . >The author corroborated other materials.COVERAGE AND CORROBORATION  The article is well covered and corroborated.

for example: . There are quotations from other sources.

 The article is not revised or updated in a later version.  It is published on June 2000. . unlike medical or technology.CURRENCY  The article is not current.  The topic does not require current information as it is related to the fields of cognition and teaching.

• We found that this article is very scholarly in nature. • This article is very appropriate to strengthen our creative and critical thinking in relations to the real problems that are so often found in the real world. the article is very relevant since we are towards becoming a future teachers. . thus suites our requirement for this critical evaluation of resources task.RELEVANCE • As TESL students.

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