BEGIN:VCALENDAR
VERSION:2.0
PRODID:-//pretalx//conferences.acspri.org.au//2022//talk//ZQCWGT
BEGIN:VTIMEZONE
TZID:AEST
BEGIN:STANDARD
DTSTART:20000326T040000
RRULE:FREQ=YEARLY;BYDAY=-1SU;BYMONTH=3;UNTIL=20050326T170000Z
TZNAME:AEST
TZOFFSETFROM:+1100
TZOFFSETTO:+1000
END:STANDARD
BEGIN:STANDARD
DTSTART:20060402T040000
RRULE:FREQ=YEARLY;BYDAY=1SU;BYMONTH=4;UNTIL=20060401T170000Z
TZNAME:AEST
TZOFFSETFROM:+1100
TZOFFSETTO:+1000
END:STANDARD
BEGIN:STANDARD
DTSTART:20070325T040000
RRULE:FREQ=YEARLY;BYDAY=4SU;BYMONTH=3;UNTIL=20070324T170000Z
TZNAME:AEST
TZOFFSETFROM:+1100
TZOFFSETTO:+1000
END:STANDARD
BEGIN:STANDARD
DTSTART:20080406T040000
RRULE:FREQ=YEARLY;BYDAY=1SU;BYMONTH=4
TZNAME:AEST
TZOFFSETFROM:+1100
TZOFFSETTO:+1000
END:STANDARD
BEGIN:DAYLIGHT
DTSTART:20000827T030000
RRULE:FREQ=YEARLY;BYDAY=4SU;BYMONTH=8;UNTIL=20000826T170000Z
TZNAME:AEDT
TZOFFSETFROM:+1000
TZOFFSETTO:+1100
END:DAYLIGHT
BEGIN:DAYLIGHT
DTSTART:20011028T030000
RRULE:FREQ=YEARLY;BYDAY=-1SU;BYMONTH=10;UNTIL=20071027T170000Z
TZNAME:AEDT
TZOFFSETFROM:+1000
TZOFFSETTO:+1100
END:DAYLIGHT
BEGIN:DAYLIGHT
DTSTART:20081005T030000
RRULE:FREQ=YEARLY;BYDAY=1SU;BYMONTH=10
TZNAME:AEDT
TZOFFSETFROM:+1000
TZOFFSETTO:+1100
END:DAYLIGHT
END:VTIMEZONE
BEGIN:VEVENT
UID:pretalx-2022-ZQCWGT@conferences.acspri.org.au
DTSTART;TZID=AEST:20221123T170000
DTEND;TZID=AEST:20221123T171500
DESCRIPTION:The English language curriculum in Thailand has been recently d
 eveloped by incorporating critical thinking as a strategy to drive outcome
 s. Critical thinking is considered a goal-oriented thinking skill that opt
 imises language learning processes and enhances learning outcomes. This re
 search aimed to examine the incorporation of critical thinking into Englis
 h language classrooms. It specifically focused on classroom teaching strat
 egies and activities employed by English language teachers to apply critic
 al thinking in their teaching practices. A mixed methods research design i
 ntegrating quantitative and qualitative strategies was adopted. An online 
 survey was first administered to explore teacher perceptions of classroom 
 application of critical thinking. Fifty English language teachers teaching
  across six English programs in one higher education institution in Thaila
 nd were involved in the survey phase. A qualitative case study of 11 teach
 ers was subsequently conducted. The qualitative participants were individu
 ally interviewed to gain more insights into their classroom practices. Dat
 a analyses revealed that participants mainly incorporated critical thinkin
 g by teaching the skills of making arguments supported with reasons or evi
 dence\, giving reasons logically\, applying creative thinking\, and making
  a fair judgement. The strategies and activities that were mostly applied 
 in the participants' classrooms were questioning\, discussions\, presentat
 ions\, debates\, essay writing\, and project works.  The findings seem to 
 suggest that English teachers' teaching practices were aligned with the cu
 rriculum development. However\, the data indicated participants' varying l
 evels of confidence and degree of uncertainty to implement critical thinki
 ng in a certain class\, particularly with low-proficient learners of Engli
 sh. Discussion of the findings and the implications for English language t
 eachers and the English teaching sector were presented.\n\nRecording link:
  https://acspri-org-au.zoom.us/rec/share/kl7zX6HT6bPlwSMdjyCiajLHw64xPnP09
 -fMoKjKQO1L8aMGwJyJs4Fws2C-5g8.8Ec3XepltHW7qMWn?startTime=1669183287000
DTSTAMP:20260716T075017Z
LOCATION:Zoom Breakout Room 1
SUMMARY:How do English language teachers incorporate critical thinking as a
  strategy to drive learning outcomes? - Sudarat Srirak
URL:https://conferences.acspri.org.au/2022/talk/ZQCWGT/
END:VEVENT
END:VCALENDAR