期刊名称：International Journal of Applied Linguistics and English Literature
印刷版ISSN：2200-3592
电子版ISSN：2200-3452
出版年度：2018
卷号：7
期号：6
页码：97-103
DOI：10.7575/aiac.ijalel.v.7n.6p.97
出版社：Australian International Academic Centre PTY. LTD.
摘要：The systematic process of gaining knowledge and skills through study and instructions which is called education is of an extreme importance for human being. Education can bring money, equality, independence, and ultimately a prosperous individual which in turn makes a prosperous society at least by economic growth for nations; not to mention that it paves the way for creating a safer world. In this almost mainstreamed trend of being fascinated by education, ‘thinking’ is said to be the Cinderella skill. In the current study, critical thinking, reflective thinking and also emotions were studied to uncover the probable interplay among them. The results of the analysis of questionnaires (Watson-Glaser’s Critical Thinking Appraisal, Reflective Thinking Questionnaire, Emotions Questionnaire for Teachers) filled by 160 EFL teachers in Iran showed a significant relationship among them and almost all Critical Thinking subcomponents were predicting the other two variables. The findings of the study will help further the knowledge in educating in a broader view, and in the field of English Language teaching in a more narrow sense.
其他摘要：The systematic process of gaining knowledge and skills through study and instructions which is called education is of an extreme importance for human being. Education can bring money, equality, independence, and ultimately a prosperous individual which in turn makes a prosperous society at least by economic growth for nations; not to mention that it paves the way for creating a safer world. In this almost mainstreamed trend of being fascinated by education, ‘thinking’ is said to be the Cinderella skill. In the current study, critical thinking, reflective thinking and also emotions were studied to uncover the probable interplay among them. The results of the analysis of questionnaires (Watson-Glaser’s Critical Thinking Appraisal, Reflective Thinking Questionnaire, Emotions Questionnaire for Teachers) filled by 160 EFL teachers in Iran showed a significant relationship among them and almost all Critical Thinking subcomponents were predicting the other two variables. The findings of the study will help further the knowledge in educating in a broader view, and in the field of English Language teaching in a more narrow sense.
