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Does explicit teaching of critical thinking improve critical thinking skills of English language learners in higher education? A critical review of causal evidence
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“Reviews of the literature on the question of how to effectively teach critical thinking identify mostly poorly designed studies with weak (if any) evidence of effectiveness (El Soufi & See, 2019).”
From Lessons from the field: Isn't it just common sense? Naïve realism as a barrier to learning (2024) · cites this paper as El Soufi & See, 2019
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Metadata
- Authors
- El Soufi, N., & See, B. H.
- Affiliations
- Durham University (GB)
- Venue
- Studies in Educational Evaluation
- Publisher
- Elsevier BV
- Published
- 2019-03
- Volume
- 60
- Pages
- 140-162
- ISSN
- 0191-491X (ISSN-L)
- OpenAlex
- W2907818351
- Cited by
- 183
- References
- 94
- Citations by year
- 2026: 11 · 2025: 34 · 2024: 34 · 2023: 40 · 2022: 30 · 2021: 18 · 2020: 12 · 2019: 4
- FWCI
- 43.17
- Type
- journal article
- Language
- en
- Open access
- green
- dro.dur.ac.uk
- Licence
- cc-by-nc-nd
- www.elsevier.com/tdm/userlicense/1.0/ (tdm)
- Locations
- Studies In Educational Evaluation (publishedVersion)
- Durham Research Online (Durham University) (acceptedVersion, cc-by-nc-nd)
- Durham Research Online (Durham University) (submittedVersion, cc-by-nc-nd)
- Topics
- Social Sciences › Education › Education and Critical Thinking Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Keywords
- critical thinking, explicit instruction, English language learners, higher education, critical thinking skills, teaching methods, evidence of effectiveness, methodological quality
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