Modeling the Interrelationships of Critical Thinking Skills-Dispositions in Questioning Skills of Preservice Language Teachers

Rahmawati, Sophia; Munawarah, Munawarah; @ Khalid, Kartini Aboo Talib; Octavia Kusuma Wardani, Diah; Rachmad Pratama, Deri

doi:10.22437/ijolte.v10i2.56911

Akses terbuka Jurnal

Modeling the Interrelationships of Critical Thinking Skills-Dispositions in Questioning Skills of Preservice Language Teachers

International Journal of Language Teaching and Education · Vol. 10 No. 2 (2026) · hlm. 1–18

DOI: 10.22437/ijolte.v10i2.56911
ISSN: 2598-2303, 2614-1191
Terbit: 2026-07-01
Penerbit: Universitas Jambi, Magister Program of English Education Department
Bahasa: en
Lisensi: creativecommons.org/licenses/by/4.0

Abstrak

Questioning skills, in most teacher education discourse, is treated as though it were a matter of technique as if asking better questions were simply a skill to be drilled. This study takes a different position. Drawing on Facione's critical thinking framework, we examine how dispositional and cognitive dimensions of critical thought shape the questioning practices of 111 preservice language teachers during microteaching. Using PLS-SEM, findings confirm that critical thinking disposition predicts both critical thinking skills (t = 5.203, p <.001) and questioning skills directly (t = 4.206, p <.001), while critical thinking skills independently predict questioning quality (t = 3.952, p <.001). CTD and CTS together explain 32% of variance in questioning skills. The remaining variance being, frankly, an invitation for researchers who assume questioning is reducible to pedagogy alone. What emerges from this data is uncomfortable but necessary is being preservice teacher cannot train someone to ask intellectually serious questions if they are not, at some level, an intellectually serious person. Teacher education programs would do well to sit with that.

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Universitas Jambi
National University of Malaysia
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Tampilkan sebagai tabel

Rekan penulis	Organisasi	Artikel bersama
Siti Enik Mukhoiyaroh Bambang	Universitas Jambi	3
Sophia Rahmawati	Afiliasi tidak diketahui	2
Ratumas Aisyah Putri	Universitas Jambi	2
David Iqroni	Universitas Jambi	1
Anggel Hardi Yanto	Universitas Jambi	1
Sophia Rahmawati	Universitas Jambi	1
Kartini Aboo Talib @ Khalid	National University of Malaysia	1
Yusra D	Universitas Jambi	1
Akhyaruddin Akhyaruddin	Universitas Jambi	1
Dimas Anugrah Adiyadmo	Universitas Jambi	1
Ade Bayu Saputra	Universitas Jambi	1
Herni Suhesti	Afiliasi tidak diketahui	1
Dera Firanda	Afiliasi tidak diketahui	1
Kurniawan Danil	Afiliasi tidak diketahui	1
Sophia Rahmawati	Universitas Jambi	1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/IJoLTE/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.

Metadata asli (oai_dc)

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	<dc:title xml:lang="en">Modeling the Interrelationships of Critical Thinking Skills-Dispositions in Questioning Skills of Preservice Language Teachers</dc:title>
	<dc:creator xml:lang="en">Rahmawati, Sophia</dc:creator>
	<dc:creator xml:lang="en">Munawarah, Munawarah</dc:creator>
	<dc:creator xml:lang="en">@ Khalid, Kartini Aboo Talib</dc:creator>
	<dc:creator xml:lang="en">Octavia Kusuma Wardani, Diah</dc:creator>
	<dc:creator xml:lang="en">Rachmad Pratama, Deri</dc:creator>
	<dc:subject xml:lang="en">Critical thinking disposition</dc:subject>
	<dc:subject xml:lang="en">Critical thinking skills</dc:subject>
	<dc:subject xml:lang="en">Microteaching</dc:subject>
	<dc:subject xml:lang="en">Preservice Language teachers</dc:subject>
	<dc:subject xml:lang="en">Questioning skills</dc:subject>
	<dc:description xml:lang="en">Questioning skills, in most teacher education discourse, is treated as though it were a matter of technique as if asking better questions were simply a skill to be drilled. This study takes a different position. Drawing on Facione's critical thinking framework, we examine how dispositional and cognitive dimensions of critical thought shape the questioning practices of 111 preservice language teachers during microteaching. Using PLS-SEM, findings confirm that critical thinking disposition predicts both critical thinking skills (t = 5.203, p &amp;lt; .001) and questioning skills directly (t = 4.206, p &amp;lt; .001), while critical thinking skills independently predict questioning quality (t = 3.952, p &amp;lt; .001). CTD and CTS together explain 32% of variance in questioning skills. The remaining variance being, frankly, an invitation for researchers who assume questioning is reducible to pedagogy alone. What emerges from this data is uncomfortable but necessary is being preservice teacher cannot train someone to ask intellectually serious questions if they are not, at some level, an intellectually serious person. Teacher education programs would do well to sit with that.</dc:description>
	<dc:publisher xml:lang="en">Universitas Jambi, Magister Program of English Education Department</dc:publisher>
	<dc:date>2026-07-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Research Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/IJoLTE/article/view/56911</dc:identifier>
	<dc:identifier>10.22437/ijolte.v10i2.56911</dc:identifier>
	<dc:source xml:lang="en">International Journal of Language Teaching and Education; Vol. 10 No. 2 (2026): International Journal of Language Teaching and Education; 1-18</dc:source>
	<dc:source>2598-2303</dc:source>
	<dc:source>2614-1191</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/IJoLTE/article/view/56911/24712</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 International Journal of Language Teaching and Education</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by/4.0</dc:rights>
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