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Little research has been conducted to examine how technology shapes values concerning critical thinking (CT) in English as a Foreign Language (EFL) contexts. Due to the need for further research, this study was designed to examine the relationships between perceptions of technology and attitudes about CT. A total of 80 EFL students were given two Likert surveys and two optional qualitative questions concerning CT and technology. Likert surveys were compared using Spearman’s rank correlation, whereas qualitative data were evaluated using reflexive thematic analysis. Quantitative results revealed that support for engagement with tech and laptops, along with support for using technology for career goals or IT skills development, positively correlated to a learner’s understanding and value for CT. In contrast, learners who favored using technology did not tend to value CT and were more likely to skip class if materials were provided online. Qualitative results also suggest that prosocial behaviors for engagement and clear goals promote positive attitudes toward CT, whereas overreliance on technology hampers the cultivation of CT in EFL classrooms. Implications for pedagogy have been proposed.
Andrew Schenck (Mon,) studied this question.