Universiteti ingliz tili uchinchi fakulteti ingliz tilini o

CONCLUSION
Regardless of the methods used to promote CT, care must be taken to consider the many factors that may inhibit a student from thinking critically. The student’s disposition to think critically is a major factor, and if a deficit in a disposition is noticed, this should be nurtured. Students should be encouraged to be inquisitive, ask questions, and not believe and accept everything they are told. As pointed out by Loving and Wilson and Oermann, thought develops with practice and evaluation over time using multiple strategies. Additionally, faculty should be aware of their course goals and learning objectives. If these goals and objectives are stated as higher-order thought outcomes, then activities that promote CT should be included in classroom activities and assignments. Finally, it is important that CT skills be encouraged and re-inforced in all classes by teaching faculty, not only at the college level but at every level of education. Although huge gains in CT may not be reflected in all college students, we can still plant the seed and encourage students to use their thinking abilities in the hope these will grow over time.
REFERENCES

1. 
   Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. Commission on Behavioral and Social Sciences and Education.
   
2. 
   Brown, H. D. (2001). Teaching by Principle: an Interactive Approach to Language Pedagogy. New York: Longman.
   
3. 
   Brumfit, C., Moon, J., & Tongue, R. (1991). Teaching English to Children. Collins ELT: London.
   
4. 
   Cameron, L. (2001). Teaching Language to Young Learners. UK: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511733109
   
5. 
   Ersoz, A. (2000). Six games for EFL/ESL classroom. The Internet TESL Journal, 6(6).
   
6. 
   Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York, NY: Basic Books.
   
7. 
   Graham, C. (2007). Creating Chants and Songs. Oxford University Press.
   
8. 
   Halliwell, S. (1992). Teaching English in the Primary Classroom. New York: Longman.
   
9. 
   Harmer, J. (1991). The Practice of English Language Teaching: New Edition. New York: Longman.
   

Entry 3
Designing data collection tools
-Observation
- Interview
- Questionnaire
- Case study