Constructing Critical Thinking Scenarios in Online Legal English Classes

Autores/as

DOI:

https://doi.org/10.26817/16925777.1339

Palabras clave:

Inglés legal, pensamiento crítico, enseñanza de inglés en línea, aprendizaje de inglés en línea, conocimientos previos

Resumen

Este artículo reporta una investigación cualitativa sobre la construcción de escenarios de pensamiento crítico en clases de inglés legal, en línea, en una universidad privada en Colombia. Este estudio tuvo como objetivo mejorar el desarrollo de las habilidades de pensamiento crítico de los estudiantes de derecho en clases de EFL (inglés como lengua extranjera) a través de herramientas virtuales mediante la implementación de un análisis de caso descriptivo. Los datos se recopilaron a través de un diario, una encuesta y un grupo de enfoque. Se demostró que cuando los estudiantes se capacitan en pensamiento crítico, aprenden a desarrollar habilidades específicas como razonar, hacer propuestas, identificar y resolver problemas, hacer inferencias, tomar decisiones de acuerdo con sus conocimientos previos y las necesidades del contexto. Además, las estrategias contribuyeron a mejorar las habilidades comunicativas de los estudiantes, en la lengua extranjera.

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Biografía del autor/a

Eliana Edith Roberto Florez, Universidad Santo Tomás, Colombia

was born in Tunja, Boyacá – Colombia. She holds a MA in Language Teaching. She has worked in education for more than sixteen years. Currently, she is a full-time teacher at Universidad Santo Tomás in Tunja. She has been supporting the teaching process of English as a foreign language since 2005. Besides, she is a research teacher who has been working in different areas such as virtual tools as a complement of face-to-face classes, the way that students are involved in writing research articles in English collaboratively, teachers and students’ stereotypes about the teaching and learning of English and a project related to the way to increase critical thinking awareness through the use of task-based learning approach. Besides, she has published different articles in indexed magazines and academic speaker in national and international congresses. Her goal is to help students’ learning process of English as a foreign language according to their academic needs in order to understand social aspects around the world. She belongs to “Expedicionarios Humanistas” research group from USTA – Tunja and she is “Investigador Junior” in Minciencias

Gladis Leonor Arias-Rodríguez, Universidad Santo Tomás, Colombia

holds an M.A. in Language Teaching from Universidad Pedagógica y Tecnológica de Colombia (UPTC), M.A. in Pedagogy at Universidad Santo Tomas (USTA) and currently candiadate to Master in Spanish and Latin American Literature (UNIR). She has investigated ELT, literature, curriculum and online education. She is full time teacher and researcher at USTA in the “Expedicionarios Humanistas”

Yomaira Angélica Herreño-Contreras, Universidad Santo Tomás, Colombia

The author has a B.A. in Modern Languages from Universidad Surcolombiana (Colombia) and a M.A. in Comparative Literature and Literary Translation from Universidad Pompeu Fabra (Spain). She is a Ph.D candidate in Comparative Literature (University of Auckland). Currently, she is an English professor and researcher at Universidad Santo Tomás (Villavicencio, Colombia), and an article reviewer for some scholarly journals in Colombia and abroad. She has published two books and some articles in research journals, as well as translations in literary reviews. She has participated as a lecturer in various conferences worldwide. She is interested in literary translation,prose poetry, comparative literature, tefl, esp, hots, m-learning and problematizing pedagogy

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Publicado

2022-06-30

Cómo citar

Roberto Florez, E. E., Arias-Rodríguez, G. L. ., & Herreño-Contreras, Y. A. . (2022). Constructing Critical Thinking Scenarios in Online Legal English Classes. GIST – Education and Learning Research Journal, 24, 119–140. https://doi.org/10.26817/16925777.1339

Número

Vol. 24 (2022): GiST Education and Learning Research Journal, No 24

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Artículos Científicos

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Derechos de autor 2022 GIST – Education and Learning Research Journal

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Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.

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