<?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>1659-3820</journal-id>
<journal-title><![CDATA[Comunicación]]></journal-title>
<abbrev-journal-title><![CDATA[Comunicación]]></abbrev-journal-title>
<issn>1659-3820</issn>
<publisher>
<publisher-name><![CDATA[Instituto Tecnológico de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1659-38202022000200035</article-id>
<article-id pub-id-type="doi">10.18845/rc.v31i43.6577</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Undergraduates&#8217; Critical thinking skills development through the use of short animated videos during the COVID-19 pandemic electra]]></article-title>
<article-title xml:lang="es"><![CDATA[Desarrollo de las habilidades de pensamiento crítico en estudiantes de pregrado mediante el uso de videos animados cortos durante la pandemia de COVID-19]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cisterna-Zenteno]]></surname>
<given-names><![CDATA[Cecilia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Contreras-Soto]]></surname>
<given-names><![CDATA[Yasmina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Molina Barrera]]></surname>
<given-names><![CDATA[Sergio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ceballos Muñoz]]></surname>
<given-names><![CDATA[Cristian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alveal Navarrete]]></surname>
<given-names><![CDATA[Diego]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Concepción  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Concepción  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Concepción  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Concepción  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad de Concepción  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>31</volume>
<numero>2</numero>
<fpage>35</fpage>
<lpage>50</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1659-38202022000200035&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1659-38202022000200035&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1659-38202022000200035&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Critical thinking skills are undoubtedly the 21st-century skills that people use in their daily lives. In this context, this action research had as its main objective to evaluate the contribution of the use of short animated videos to improve higher-order thinking skills (analyze, create and evaluate) of first-year undergraduate students, both in oral production tasks as well as in written tasks in English, during the COVID-19 pandemic. Furthermore, it explored students&#8217; perceptions in relation to their improvement in their own critical thinking skills. The data obtained were analyzed using descriptive statistics, specifically, measures of central tendency. Additionally, the non-parametric Wilcoxon test was used in the measurements that were made in the writing ability to verify if the change observed in the participants&#8217; development of critical thinking skill was statistically significant. The results obtained revealed that after the intervention, an improvement was observed in the development of the undergraduates&#8217; critical thinking skills (analysis, evaluation, creation) in both language skills (writing and speaking). In a more exhaustive statistical analysis through the non-parametric Wilcoxon test applied to the writing tests&#8217; measurements, an increase among undergraduates&#8217; critical thinking skills was observed. The results of the tasks developed correlated positively with the students&#8217; perceptions, which was collected through a Likert scale. In conclusion, the study showed that the use of short, animated videos effectively helped first-year undergraduate students improve their higher-order critical thinking skills, during the COVID-19 crisis.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las habilidades del pensamiento crítico son, sin duda, las habilidades del siglo XXI que las personas utilizan en su vida diaria. En este contexto, la presente investigaciónacción tuvo como objetivo principal evaluar la contribución del uso de videos animados cortos en la mejora de las habilidades de pensamiento de orden superior (analizar, crear y evaluar) en un grupo de estudiantes universitarios de primer año, tanto en tareas de producción oral como en tareas de producción escrita en inglés durante la pandemia de COVID-19. A su vez, buscó explorar las percepciones del grupo de aprendientes en relación con el progreso de sus propias habilidades de pensamiento crítico. Los datos obtenidos fueron analizados mediante estadística descriptiva, específicamente, medidas de tendencia central. Adicionalmente, se utilizó la prueba no paramétrica de Wilcoxon en las mediciones que se hicieron en la habilidad de escritura para verificar si el cambio observado en el desarrollo del pensamiento crítico de los participantes era estadísticamente significativo. Los resultados obtenidos revelaron que, tras la intervención, se observó un progreso en el desarrollo del pensamiento crítico de los estudiantes en ambas habilidades del idioma inglés (escritura y producción oral) y éstos se correlacionaron positivamente con las percepciones de los y las aprendices medidas a través de una escala Likert. El estudio demostró que el uso de vídeos animados cortos efectivamente ayudó a los y las estudiantes de primer año a mejorar sus habilidades de pensamiento crítico de orden superior durante la crisis sanitaria de COVID-19.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[habilidades de pensamiento crítico]]></kwd>
<kwd lng="es"><![CDATA[habilidad productiva oral]]></kwd>
<kwd lng="es"><![CDATA[habilidad productiva escrita]]></kwd>
<kwd lng="es"><![CDATA[enseñanza del inglés]]></kwd>
<kwd lng="es"><![CDATA[videos cortos animados]]></kwd>
<kwd lng="es"><![CDATA[estudiantes de pregrado]]></kwd>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[critical thinking skills]]></kwd>
<kwd lng="en"><![CDATA[speaking skill]]></kwd>
<kwd lng="en"><![CDATA[writing skill]]></kwd>
<kwd lng="en"><![CDATA[English language teaching]]></kwd>
<kwd lng="en"><![CDATA[short animated videos]]></kwd>
<kwd lng="en"><![CDATA[undergraduates]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
</kwd-group>
</article-meta>
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