TECHNOLOGIES FOR DEVELOPMENT OF INDEPENDENT THINKING IN 7-8TH GRADES IN TEACHING ENGLISH

ABSTRACT

This study explores effective techniques for fostering independent thinking in English language teaching for grades 7-8 students. Emphasizing student-centered approaches, the research highlights strategies such as case studies, open-ended discussions, and project-based tasks. These methods encourage students to analyze texts, express opinions, and develop problem-solving skills, enhancing their linguistic competence and cognitive autonomy. The findings suggest that integrating these techniques creates an engaging learning environment that nurtures creativity and self-directed learning.

АННОТАЦИЯ

Данное исследование посвящено изучению эффективных методов развития самостоятельного мышления при обучении английскому языку учащихся 7-8 классов. В центре внимания находятся подходы, ориентированные на ученика, включая обучение на основе исследований, кейсов, открытые дискуссии и проектные задания. Эти методы способствуют анализу текстов, выражению собственного мнения и развитию навыков решения проблем, укрепляя языковую компетенцию и когнитивную самостоятельность. Результаты показывают, что интеграция данных техник создает увлекательную образовательную среду, способствующую развитию креативности и самостоятельного обучения.

Keywords: Independent thinking, English teaching, grades 7-8, inquiry-based learning, critical reading, open-ended discussions, project-based learning, student-centered approach, cognitive autonomy, creativity.

Ключевые слова: Самостоятельное мышление, обучение английскому языку, 7-8-е классы, исследование-ориентированное обучение, критическое чтение, открытые дискуссии, проектное обучение, центрированный на ученике подход, когнитивная самостоятельность, креативность.

Introduction: To explore the potential for fostering independent thinking in English instruction for 7th and 8th grade students at secondary school, we must consider the context of the education system, students’ cognitive and developmental stages at 12 to 14, and the benefits of contemporary pedagogical approaches. At this age, students are at a developmental stage where they develop independent thought, problem-solving skills, and the ability to question and analyze. Encouraging independent thinking in 7th and 8th graders is crucial for their personal, intellectual, and social growth. This process becomes even more important through foreign language education, as mastering a language involves more than just understanding grammar; it also requires the ability to think critically, analyze, and express one’s ideas.

Methodology: Scientists mentioned in the previous works of the author highlight the importance of independent thinking for several key reasons:

1.  It encourages active engagement in learning. Students not only search for ready-made answers but also try to identify solutions independently.
2.  It cultivates a critical mindset. Learners analyze the information they acquire and improve their ability to distinguish right from wrong.
3. It enhances creativity. Students learn to generate innovative ideas, perspectives, and solutions that promote meaningful change.
4. It fosters a sense of responsibility. Learners begin to take ownership of their choices and ideas.
5. It establishes a foundation for lifelong learning. Students learn to seek knowledge from sources beyond the teacher.

In foreign language education, students cultivate the following cognitive and communicative skills: (see Table 2.1)

Table 2.1

Types of cognitive and communicative skills

This approach to teaching a foreign language focuses on fostering independent thinking, thanks to which students can:

• share their perspectives openly
• make choices autonomously
• engage in analytical and creative thought

To foster independent thinking skills in 7th and 8th-grade students, several effective teaching methods can be employed, including Content and Language Integrated Learning (CLIL), inquiry-based learning, collaborative learning, and problem-solving strategies. In our research, we specifically focused on the Case Study method and Project-Based Learning (PBL) for these grades. We aimed to promote independent thinking among 7th and 8th-grade learners through engaging, active, inquiry-based tasks. These methods encourage students to analyze real-life situations, generate creative solutions, and use language in meaningful contexts. As a result, students begin to think more independently and critically. Implementing these methods in educational processes is ideal for fostering analysis, creativity, and decision-making skills.

Through project-based learning, students take responsibility for their educational journey by researching, planning, and presenting real-life topics. Case studies require them to evaluate situations and propose their own solutions. Both methods create opportunities for students to use English meaningfully in listening, speaking, reading, and writing activities, which not only enhances language proficiency but also fosters cognitive independence.

Discussion: Thomas, J. W., states that during project work, learners engage in meaningful discussions, interviews, and presentations that improve their speaking fluency, pronunciation, and confidence [6, p. 3-5]. Similarly, Stephen Brookfield assumed that the collaborative nature of projects and case analyses demands active listening, as students interpret their peers’ ideas, identify key arguments, and respond critically, thereby developing higher-order comprehension skills [1, p. 67-72].

According to John Dewey, reading tasks in both approaches encourage students to analyze and synthesize authentic materials, such as articles, reports, and online sources, helping foster analytical and critical reading abilities [3, p. 21-57]. Furthermore, Jerome Bruner claims that writing project reports, reflection journals, and case-based essays improve students’ writing proficiency, particularly in structuring arguments, expressing opinions, and using appropriate vocabulary and grammar [2, p. 44-52]. As Robert Ennis noted, critical and independent thinking involves reasonable, reflective thinking focused on deciding what to believe or do [4, p. 34].

In this way, PBL and case study activities promote critical, creative, and analytical thinking, transforming language learning into a process of inquiry and self-discovery instead of rote memorization. Consequently, learners not only improve their English proficiency but also develop essential skills in independent decision-making and problem-solving, which are central to 21st-century education.

The theories of Lev Vygotsky, John Dewey, and David Kolb provide a solid psychological and pedagogical foundation for developing language skills through Project-Based Learning (PBL) and Case Study methods. Lev Vygotsky argued that learners progress cognitively when they engage in collaborative communication within their Zone of Proximal Development. This engagement naturally enhances their listening and speaking abilities [3,5,7, p. 21-57, 38, p. 84-91]. John Dewey highlighted the importance of learning through experience and reflection, suggesting that reading and writing activities should be integrated with real-life contexts to foster deeper understanding and self-expression. Similarly, David Kolb stated that experiential learning strengthens comprehension and production skills by enabling learners to transform direct experiences into meaningful linguistic performances. Therefore, both PBL and Case Studies immerse students in authentic communicative situations where they actively listen, discuss ideas, read for information, and produce written or spoken outcomes. This approach develops all four language skills while promoting independent thinking [5, p. 38-43].

Result: These methods not only improve their language skills but also significantly boost their overall development.

To foster meaningful engagement with students’ cognitive processes, it would be beneficial to consider addressing the following challenges simultaneously:

A. Paying Attention to the Skills of Asking Questions in the Classroom:

In the English classroom, teachers should create effective questions to enhance students’ critical and innovative thinking skills. The best approach is to ask thought-provoking questions, as these encourage students to engage in critical thinking and improve their analytical abilities.

B. Changing the Mode of Classroom Teaching:

To enhance students’ critical thinking abilities, classroom teaching must be transformed to focus on practical application and innovation. Collaborative learning should be encouraged, with teachers fostering an open-minded and respectful environment that values different viewpoints. Teaching materials should match students’ varying levels and include opportunities for both imitation and speech production. Students are expected to master fundamental knowledge while also engaging in supplementary activities to develop their critical thinking skills.

C. Creating a Relaxing Teaching Atmosphere:

An English classroom should create a relaxing and open learning environment to enhance students’ learning and critical thinking abilities. This atmosphere encourages active engagement, meaningful questioning, and exploration of English knowledge rather than passive acceptance. Teachers should promote student initiative and connection while analyzing and summarizing information to improve critical thinking skills.

D. Constructing a New Student Evaluation System:

To foster critical thinking skills in students, teaching evaluations should integrate both formative and summative assessments. Formative evaluations involve various methods, including questionnaires, interviews, observations, self-assessments, peer evaluations, and parental feedback, conducted in a supportive environment. These evaluations assess not just knowledge but also skills in communication, teamwork, and the application of knowledge. Results may be presented descriptively or through a grading system to reflect students’ overall abilities and personalities while promoting their critical and innovative thinking skills.

E. Reasonable Design of Classroom Teaching:

To effectively cultivate students’ critical thinking in English classes, the curriculum must be thoughtfully designed. Before reading, teachers should assign preview tasks and encourage learners to use resources for discussions related to the text. During reading, integrating native culture and connecting English learning with the Uzbek language enhances intercultural competence. Teachers should organize activities that promote cultural exploration, improve students' ability to recognize cultural elements, and foster autonomous learning.

F. Improving Teachers’ Critical Thinking Ability:

Teachers must recognize the importance of critical thinking and develop this skill themselves. In today’s educational landscape, teachers should focus not only on delivering textbook knowledge but also on developing students’ critical thinking. Many EFL teachers overlook the necessity of fostering critical thinking skills. To address this, teachers need to reevaluate their perspectives on critical thinking, understand its significance, and gain the necessary professional knowledge on effectively implementing it in their teaching.

G. Raise Students’ Awareness of Critical Thinking:

To develop critical thinking skills, students must understand their significance and actively work to enhance these abilities. Engaging in activities such as debates, presentations, and writing tasks allows learners to express their ideas clearly and think more deeply. Key principles for strengthening critical thinking include maintaining an open mind, being curious, questioning common beliefs, showing empathy, checking information carefully, and avoiding hasty conclusions without sufficient evidence. Students should avoid accepting information without analysis, relying too heavily on authority, or letting uncertainty hinder their progress.

The primary goal is to challenge stereotypes, think critically, and cultivate habits of careful, logical, and reflective thinking that promote ongoing learning.

H. PBL Teaching Method:

Unlike traditional teaching methods, the PBL (Project-Based Learning) approach shifts the focus from teachers to students, promoting active learning through complex tasks and problem-solving. It encourages critical thinking by requiring students to integrate knowledge and access additional information independently. Teachers act as facilitators rather than primary sources of knowledge, supporting students during the learning process. This method emphasizes real-world tasks and collaborative inquiry, helping students develop problem-solving skills and enhance their critical thinking abilities [8, p.349-353].

Conclusion: Helping 7th and 8th grade students think independently in English classes is important for their success in modern education. This study shows that Project-Based Learning (PBL) and the Case Study method effectively improve analytical, critical, and creative thinking skills. These methods help students deal with real-life situations, make their own decisions, and use English in practical ways.

Using student-centered teaching strategies, like inquiry-based learning, group tasks, and open discussions, creates classrooms where students can grow in independence, creativity, and confidence. The ideas of educators like Vygotsky, Dewey, Bruner, and Kolb support these teaching methods and highlight the importance of hands-on learning, social interaction, and reflection for personal growth.

Encouraging independent thinking in foreign language classes needs both innovative teaching methods and a supportive learning environment. This includes effective questioning, a relaxed classroom, ongoing assessments, and teachers improving their critical thinking skills. When all these elements work together, English lessons become a space for exploration, creativity, and self-directed learning. This equips students with the necessary skills for academic success and lifelong learning.

References:

1. Brookfield, S. (2012). Teaching for Critical Thinking. San Francisco: Jossey-Bass. P. 67-72.
2. Bruner, J. (1986). Actual Minds, Possible Worlds. Cambridge, MA: Harvard University Press. P. 44-52.
3. Dewey, J. (1938). Experience and Education. New York: Macmillan. P. 21-57.
4. Ennis, R. (1996). Critical Thinking. Upper Saddle River, NJ: Prentice Hall. P. 34.
5. Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall. P. 38-43.
6. Thomas, J. W. (2000). A Review of Research on Project-Based Learning. San Rafael, CA: Autodesk Foundation. P. 3-5
7. Vygotsky, L. S. (1978). Mind in Society. Cambridge, MA: Harvard University Press. P. 84-91.
8. Zhou Z. A Study on the Cultivation of Critical Thinking Ability of English Majors // Theory and Practice in Language Studies. – 2018. – Vol. 8, № 3. – P. 349–353. – ISSN 1799-2591. – DOI: http://dx.doi.org/10.17507/tpls.0803.11.