RESEARCH ARTICLE · Paradigma Revista de investigación educativa · 2015

PENSAMIENTO CRÍTICO Y MODALIDAD DE ENSEÑANZA EN UN CURSO DE INGLÉS COMO LENGUA EXTRANJERA

Rubena St. Louis, Nelly Fernández de Morgado

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Abstract

El objetivo de esta investigacion fue determinar la influencia de la modalidad de estudio, presencial y semi-presencial, en la adquisicion de habilidades para el pensamiento critico, en estudiantes de un curso de ingles como lengua extranjera (ILE) de la Universidad Simon Bolivar. Es un estudio cuantitativo, de alcance exploratorio, que obedece a un diseno pre-post-test con grupo control. Se utilizo el Ennis-Weir Critical Thinking Essay Test (Ennis y Weir, 1985) para medir las habilidades de pensamiento critico. Los resultados muestran un desempeno muy bajo, similar en ambos grupos, antes y despues del tratamiento, con poca variabilidad. Estos hallazgos sugieren que la modalidad de estudio no ejercio influencia significativa en el aprendizaje. Palabras clave: modalidad de estudio, pensamiento critico, educacion universitaria, ingles como lengua extranjera. CRITICAL THINKING AND MODE OF TEACHING IN A COURSE OF ENGLISH AS A FOREIGN LANGUAGE Abstract This study aimed to determine the influence of the teaching modality, face-to-face and blended, in the acquisition of critical thinking abilities, in English as a Foreign Language (EFL) students from the Universidad Simon Bolivar. This is a quantitative, exploratory, pre-post-test with control group research. The Ennis-Weir Critical Thinking Essay Test (Ennis and Weir, 1985) was used to measure the critical thinking abilities. Results show a very low performance, similar in both groups, before and after the treatment, with very little variability. These findings suggest that the teaching modality did not have a significant influence in the learning process. Key words: teaching modality, critical thinking, higher education, English as a Foreign Language.

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