Integrating metacognition and critical thinking skills in the exploration of culture in EFL classroom
Lucia Șchiopu 1 *
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1 Ion Creangă Pedagogical State University
* Corresponding Author


This article describes a qualitative study which compares the effectiveness of the reflective cultural experiences through critical thinking and metacognitive preparation relative to the traditional English language classroom. This study aims to investigate the students' metacognition, critical thinking skills and critical thinking awareness while exploring culture in EFL classroom. Exploring culture in foreign language studies requires students to engage in authentic contexts in order to develop their ability to live/exist in a variety of cultures. This intercultural ability requires awareness of himself and others as cultural beings. Also, exploring culture and language learning requires the development of metacognitive skills and critical thinking skills to reflect on cultural experiences, to analyze them from multiple perspectives, and to apply them in the authentic contexts. Critical thinking and metacognition examine hypotheses, makes the distinction between facts and opinions, and is based on clarity, depth, correctness, accuracy which contributes to the formation of the culture of the taught. The purpose of this study is to describe the introduction of metacognitive and critical thinking awareness and skills in EFL classroom into the learning of 32 students enrolled in the teacher education program at Pedagogical State University ‘Ion Creanga’, Republic of Moldova. This study was implemented through qualitative research design to reflect on teaching experience and on the professional ground from a rather new perspective through the “culture” lens and student perception o'f culture awareness and skills in critical thinking in EFL classroom.



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