Fostering EFL Students’ Critical Thinking Skills in Differentiating Between Factual and Fake News
Keywords:
Critical Thinking, EFL Students, Factual And Fake News, Media Literacy Instruction, Reading SubjectAbstract
This study intends to evaluate students' critical thinking (CT) skills after being taught about
CT. The evaluation focuses on three core CT competencies: identification, identifying
biases, and inference (Erstad in Fatiha et al., 2021). Data were collected through 36 student
answers based on CT questions on news analysis material in reading class. This research
adopted a descriptive analysis method to assess and categorize students' CT abilities based
on high, middle, and low levels. A modified version of NEIU's CT rubric was utilized for
assessment. The results indicated that 67% of students achieved a high level, 28% achieved
a middle level, and 5% fell into the low category. Students at the high level succeeded in
applying all three core CT skills. In addition, students at the middle level succeeded in
applying two CT core skills, and those with low ability could only demonstrate one CT core
skill. Hence, The study presents an alternate framework for instructing CT.
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