Quasi-experimental design finds significant benefits of Visible Thinking routines in EFL settings, suggesting improved critical and creative thinking.
The research aims to evaluate the effectiveness of implementing VT (Visible Thinking) routines in the EFL classroom for 8th-grade students to develop their critical and creative thinking skills. The objectives include defining VT, examining its impact on critical thinking, identifying thinking practices that support language learning, assessing its effectiveness in learner engagement, exploring its role in fostering creativity, and analyzing the teacher's role in activating VT skills. The study's theoretical value lies in synthesizing research on VT routines and providing recommendations for their implementation in EFL classrooms. It explores ways to enhance learning, improve competencies, and promote mindful critical and creative thinking. The practical value involves assessing the impact of VT routines on language acquisition and cognitive skill development. The quasi-experimental design offers insights into the benefits and challenges of integrating VT strategies into EFL teaching.
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Inga Suhari (2025) studied this question.
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