LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 21:8 August 2021
ISSN 1930-2940

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Afghan EFL Students’ Perceptions of Critical Thinking and
Problem-Solving Skills

Aminuddin Hashemi, Sayeed Asif Akramy, Sayeed Naqibullah Orfan and
Abdul Qawi Noori

Abstract

The present study aimed to investigate the perceptions of Afghan EFL students towards critical thinking (CT) and problem-solving (PS) skills. The study investigated whether there was any significant difference in the participants’ response across gender and their class level. The researchers used SPSS version 26.0 to analyze the data. The study employed descriptive and inferential statistics mainly (frequency, percentage, independent sample t-test, ANOVA, and a correlation test). The findings revealed that Afghan EFL learners were highly equipped with CT and PS skills, and they held positive perceptions regarding these two competencies of the 21st-century skills. In addition, no significant differences were found in the perceptions of the student towards the use of CT and PS skills by gender. Moreover, the participants’ classes had a significant impact on their responses. A significant relationship between CT and PS skills was found.

Keywords: Afghan EF Students, Critical Thinking, Problem Solving, 21st-Century Skills, Generic Skills

Introduction

Critical thinking (CT) is the ability to analyze and recognize relevant information and then interpret it to solve a problem (Özyurt, 2015). It necessitates higher order thinking and entails the steps of analysis, assessment, rationality, and reflection. As future human capital, university students must develop CT and PS skills, as this is what businesses and markets look for when hiring new employees (Thompson, et al., 2003). Students with critical thinking abilities are more productive, prepared, and employable in the workplace. According to Choi, et al., (2014) students who possess these abilities will be more successful in their chosen careers and their personal lives. Students in traditional classrooms frequently learn content but rarely have the opportunity to apply it until they enter the workforce (Hashemi and Kew, 2020). In order to think critically, one must be able to examine various points of view before making a decision (Hashemi, 2021b). The Problem Based Learning (PBL) technique has been claimed to be as an effective teaching strategies for the learning of CT and PS abilities (Beser and Aygul, 2020).

Critical thinking and problem solving are two of the most important skills to possess in today's environment. One of the aims of contemporary education in this sense is to develop individuals who understand what they learn and why they learn rather than being told directly and constructing their knowledge (Orfan, et al., 2021). One of the aims is to cultivate individuals who can solve issues, gain new information by applying what they've learned, know and practice different forms of thinking, such as critical thinking, creative thinking, and so on. One of the furthermost significant functions of today's educational system, is to offer individuals with CT and PS skills. In addition to that, Problem-solving is the key skill in terms of teaching and learning at the higher education level for instructional materials (Rahim, et al., 2021). Problem-solving is described as formulating a new response to come up with a solution, in which each step is the forerunner of the next step and the outcome of the previous step (Irwanto, et al., 2018).

Students are exposed to a wide number of difficulties at work and must choose the best course of action to address them. In the face of multiple inputs, they make judgments and put them into action. As a result, critical thinking is necessary for students to solve both basic and difficult problems. Hence, the present study aimed to investigate the perceptions of Afghan EFL students towards the use of CT and PS skills. Therefore, the following research questions were formulated to assess the objectives of the study.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Aminuddin Hashemi
English Department, School of Language and Literature
Takhar University, Taloqan, Takhar, Afghanistan
a.hashemi@tu.edu.af
ORCID: https://orcid.org/0000-0002-6052-1516

Sayeed Asif Akramy
English Department, Takhar University, Afghanistan
sayeedasif.akramy@tu.edu.af
ORCID: 0000-0002-7770-4474

Sayeed Naqibullah Orfan
English Department, Takhar University, Afghanistan
sayeed.naqibullah@fulbrightmail.org
ORCID: 0000-0003-4584-1965

Abdul Qawi Noori
English Department, Takhar University, Afghanistan
abdulqawi.noory@gmail.com
ORCID: https://orcid.org/0000-0003-2531-5626
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