Ads on Social Issues: A Tool for Improving Critical Thinking Skills in a Foreign Language Classroom
This paper is a qualitative research report. A group of
students form a public university in a small town in Colombia
participated in this study which aimed at describing to what extend
the use of social ads, published on the internet, helped to develop
their critical thinking skills. Students’ productions, field notes, video
recordings and direct observation were the instruments and
techniques used by the researches in order to gather the data which
was analyzed under the principles of grounded theory and
triangulation. The implementation of social ads into the classroom
evidenced a noticeable improvement in students’ ability to interpret
and argue social issues, as well as, their self-improvement in oral and
written production in English, as a foreign language.
[1] R. H. Ennis, The Nature of Critical Thinking: An Outline of Critical
Thinking Dispositions and Abilities, May 2011, p.1.
[2] R. Paul, and E. Linda, Critical Thinking, Concepts and tools. The
Foundation for Critical Thinking, 2006, p.4.
[3] B. Benjamin, A Taxonomy of Educational Objectives: Handbook 1, The
Cognitive Domain. New York: David Mckay,1950.
[4] W. Douglas, Fundamentals of Critical Argumentation. Cambridge
University. Press, 2006.
[5] G. David, Deceptive Advertisement. University of Illinois, 1975.
[6] D. L. F. Jorge. Caja de Herramientas: ¿Cómo se define un problema
social y se elaboran objetivos en los procesos de planificación ?
Facultad de Ciencias Físicas y Matemáticas Universidad de Chile, 2010.
[7] B. Herbert, Social problems as collective behavior. Oxford University
press, 1971.
[8] K. Ralph. Interpreting Bach’s Well-tempered Clavier. A performer’s
discourse of method. Yale University Press, 1984, p. 127.
[9] V. Frans, A systematic theory of Argumentation. Cambridge University
Press, 2004.
[10] H. Jeremy, The Practice of English Language Teaching. Longman,
Third Edition, 2001.
[11] S. Paul, S. Neville, W. Guy and J. Daniel. Distributed Situation
Awareness: Theory, Measurement and Application to Teamwork.
Ashgate Publishing Company, 2009, p. 21.
[12] P. Richard and B. Kimberlee. Teacher as Reflective Practitioner and
Action Researcher. Belmont, CA: Wadsworth/ Thomas, 2002.
[13] D. Zoltán.. Research Methods in Applied Linguistics. Oxford University
Press, 2007.
[14] R. Jack. Professional Development for Language Teacher: Strategies for
Teacher Learning. Cambridge University Press, 2005.
[15] F. Donald. Doing Teacher Research: from Inquiry to Understanding.
Pacific Grove: Heinle & Heinle, 1988.
[16] S. Anselm. and C. Juliet. Basics of Qualitative Research: Grounded
Theory Procedures and Techniques. Sage Publications,2nd edition, 1990.
[17] S. Linda. Images in Advertising: the need for a theory of visual rhetoric.
The journal of consumer research,1994 p.253.
[18] C. Jamin. A Problem with Problem Solving: Teaching Thinking Without
Teaching Knowledge. The Mathematics Educator 2007, Vol. 17, No. 2,
7–14 2007, p- 7.
[19] B. Juan and J. Fernando. Bullying: description and analysis of the
phenomenon. Electronic journal of research in educational psychology.
(9) 151-170, 2006, p.154.
[20] Ț. Adela and S. Ína. Learner Autonomy Theoretical and Practical
Information for Language Teachers.2011, p. 19.
[21] K. F. J., G. Ludwika and R. Faranak. Higher Order Thinking Skills. A
publication of the Educational Services Program, now known as the
Center for Advancement of Learning and Assessment www.cala.fsu.edu [22] S. Robert. Critical thinking: Its nature, measurement, and improvement
National Institute of Education. Retrieved from
http://eric.ed.gov/PDFS/ED272882.pdf,
[1] R. H. Ennis, The Nature of Critical Thinking: An Outline of Critical
Thinking Dispositions and Abilities, May 2011, p.1.
[2] R. Paul, and E. Linda, Critical Thinking, Concepts and tools. The
Foundation for Critical Thinking, 2006, p.4.
[3] B. Benjamin, A Taxonomy of Educational Objectives: Handbook 1, The
Cognitive Domain. New York: David Mckay,1950.
[4] W. Douglas, Fundamentals of Critical Argumentation. Cambridge
University. Press, 2006.
[5] G. David, Deceptive Advertisement. University of Illinois, 1975.
[6] D. L. F. Jorge. Caja de Herramientas: ¿Cómo se define un problema
social y se elaboran objetivos en los procesos de planificación ?
Facultad de Ciencias Físicas y Matemáticas Universidad de Chile, 2010.
[7] B. Herbert, Social problems as collective behavior. Oxford University
press, 1971.
[8] K. Ralph. Interpreting Bach’s Well-tempered Clavier. A performer’s
discourse of method. Yale University Press, 1984, p. 127.
[9] V. Frans, A systematic theory of Argumentation. Cambridge University
Press, 2004.
[10] H. Jeremy, The Practice of English Language Teaching. Longman,
Third Edition, 2001.
[11] S. Paul, S. Neville, W. Guy and J. Daniel. Distributed Situation
Awareness: Theory, Measurement and Application to Teamwork.
Ashgate Publishing Company, 2009, p. 21.
[12] P. Richard and B. Kimberlee. Teacher as Reflective Practitioner and
Action Researcher. Belmont, CA: Wadsworth/ Thomas, 2002.
[13] D. Zoltán.. Research Methods in Applied Linguistics. Oxford University
Press, 2007.
[14] R. Jack. Professional Development for Language Teacher: Strategies for
Teacher Learning. Cambridge University Press, 2005.
[15] F. Donald. Doing Teacher Research: from Inquiry to Understanding.
Pacific Grove: Heinle & Heinle, 1988.
[16] S. Anselm. and C. Juliet. Basics of Qualitative Research: Grounded
Theory Procedures and Techniques. Sage Publications,2nd edition, 1990.
[17] S. Linda. Images in Advertising: the need for a theory of visual rhetoric.
The journal of consumer research,1994 p.253.
[18] C. Jamin. A Problem with Problem Solving: Teaching Thinking Without
Teaching Knowledge. The Mathematics Educator 2007, Vol. 17, No. 2,
7–14 2007, p- 7.
[19] B. Juan and J. Fernando. Bullying: description and analysis of the
phenomenon. Electronic journal of research in educational psychology.
(9) 151-170, 2006, p.154.
[20] Ț. Adela and S. Ína. Learner Autonomy Theoretical and Practical
Information for Language Teachers.2011, p. 19.
[21] K. F. J., G. Ludwika and R. Faranak. Higher Order Thinking Skills. A
publication of the Educational Services Program, now known as the
Center for Advancement of Learning and Assessment www.cala.fsu.edu [22] S. Robert. Critical thinking: Its nature, measurement, and improvement
National Institute of Education. Retrieved from
http://eric.ed.gov/PDFS/ED272882.pdf,
@article{"International Journal of Business, Human and Social Sciences:72015", author = "Fonseca Jully and Chia Maribel and Rodríguez Ilba", title = "Ads on Social Issues: A Tool for Improving Critical Thinking Skills in a Foreign Language Classroom", abstract = "This paper is a qualitative research report. A group of
students form a public university in a small town in Colombia
participated in this study which aimed at describing to what extend
the use of social ads, published on the internet, helped to develop
their critical thinking skills. Students’ productions, field notes, video
recordings and direct observation were the instruments and
techniques used by the researches in order to gather the data which
was analyzed under the principles of grounded theory and
triangulation. The implementation of social ads into the classroom
evidenced a noticeable improvement in students’ ability to interpret
and argue social issues, as well as, their self-improvement in oral and
written production in English, as a foreign language.", keywords = "Ads, critical argumentation, critical thinking, social
issues.", volume = "10", number = "1", pages = "260-9", }
