<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2215-4132</journal-id>
<journal-title><![CDATA[Revista Innovaciones Educativas]]></journal-title>
<abbrev-journal-title><![CDATA[Innovaciones Educativas]]></abbrev-journal-title>
<issn>2215-4132</issn>
<publisher>
<publisher-name><![CDATA[Universidad Estatal a Distancia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-41322024000100007</article-id>
<article-id pub-id-type="doi">10.22458/ie.v26i40.4797</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Measurement and analysis of critical thinking disposition towards English language learning among secondary school students]]></article-title>
<article-title xml:lang="es"><![CDATA[Medición y análisis de la disposición al pensamiento crítico en el aprendizaje del Inglés del estudiantado de secundaria]]></article-title>
<article-title xml:lang="pt"><![CDATA[Medição e análise da disposição para o pensamento crítico em relação à aprendizagem da língua inglesa entre estudantes de ensino médio]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz Larenas]]></surname>
<given-names><![CDATA[Claudio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arancibia Ponce]]></surname>
<given-names><![CDATA[Maite]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro Freire]]></surname>
<given-names><![CDATA[Angela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Concepción  ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Concepción  ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Concepción  ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>26</volume>
<numero>40</numero>
<fpage>7</fpage>
<lpage>25</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-41322024000100007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-41322024000100007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-41322024000100007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The present study analyzes the critical thinking disposition of 205 students from public high schools regarding English language learning. A 6-point-Likert scale was applied to the participants to collect data using the Critical Thinking Disposition Scale, which consisted of 26 questions; moreover, participants&#8217; sociodemographic characteristics were gathered. The Critical Thinking Disposition Scale comprised seven dimensions: Truth- seeking, Open-mindedness, Analyticity, Systematicity, Self-confidence Critical Thinking, Inquisitiveness, and Cognitive Maturity. The first method of data analysis was descriptive statistics, this analysis addressed the data&#8217;s mean score and standard deviation, followed by a Spearman correlation analysis to find relationships among the dataset, which showed correlations among the seven dimensions but not between the dimensions and the sociodemographic information. Finally, a hierarchical cluster analysis was conducted to divide the data and respondents into four similar groups, according to their answers. The findings show that high school students present neither a strong nor weak disposition to critical thinking; their disposition is rather undefined.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El presente estudio analiza la disposición hacia el pensamiento crítico de 205 estudiantes chilenos de colegios secundarios públicos en torno al aprendizaje del inglés. Una escala Likert de 6 puntos fue aplicada a los participantes para la colección de datos usando la Escala de Disposición hacia el Pensamiento Crítico que consistió en 26 preguntas; además de esto, las características sociodemográficas de los participantes fueron recopiladas. La Escala de Disposición hacia el Pensamiento Crítico contenía siete dimensiones: búsqueda de la verdad, amplitud mental, capacidad de análisis, sistematicidad, confianza en el razonamiento, curiosidad y por último madurez cognitiva. El primer método de análisis de datos fue la estadística descriptiva, este análisis abordó la media y desviación estándar de los datos, seguido por un análisis de correlación de Spearman para encontrar relaciones entre el conjunto de datos, que mostró correlaciones entre las siete dimensiones, pero no entre las dimensiones y la información sociodemográfica. Finalmente, un análisis clúster jerárquico fue efectuado para dividir los datos y encuestados en cuatro grupos similares, de acuerdo con sus respuestas. Los resultados muestran que los estudiantes secundarios no presentan una fuerte ni débil disposición hacia el pensamiento crítico; su disposición es más bien indefinida.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O presente estudo analisa a disposição para pensamento crítico de 205 estudantes de escolas públicas de ensino médio em relação à aprendizagem da língua inglesa. Uma escala Likert de 6 pontos foi aplicada aos participantes para coleta de dados por meio da Escala de Disposição de Pensamento Crítico que consistia em 26 questões. Além do mais, foram coletadas características sociodemográficas dos participantes. A Escala de Disposição para o Pensamento Crítico compreendia sete dimensões: busca da verdade, mente aberta, analiticidade, sistematicidade, autoconfiança, pensamento crítico, curiosidade e maturidade cognitiva. O primeiro método de análise dos dados foi a estatística descritiva, esta análise abordou a pontuação média e o desvio padrão dos dados, seguida de uma análise de correlação de Spearman para encontrar relações entre o conjunto de dados, que mostrou correlações entre as sete dimensões, mas não entre as dimensões e as informações sociodemográficas. Finalmente, uma análise hierárquica de cluster foi realizada para dividir os dados e os respondentes em quatro grupos semelhantes, de acordo com suas respostas. Os resultados mostram que os estudantes de ensino médio não apresentam uma disposição forte nem fraca para o pensamento crítico; sua disposição é bastante indefinida.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Critical thinking]]></kwd>
<kwd lng="en"><![CDATA[English]]></kwd>
<kwd lng="en"><![CDATA[Language learning]]></kwd>
<kwd lng="en"><![CDATA[Public high schools]]></kwd>
<kwd lng="en"><![CDATA[Public education]]></kwd>
<kwd lng="es"><![CDATA[Pensamiento crítico]]></kwd>
<kwd lng="es"><![CDATA[Inglés]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje de lenguas]]></kwd>
<kwd lng="es"><![CDATA[Escuela secundaria]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza pública]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento crítico]]></kwd>
<kwd lng="pt"><![CDATA[Inglês]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem de línguas]]></kwd>
<kwd lng="pt"><![CDATA[Escolas públicas de ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[Educação pública]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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