APPENDIX

FACULTY OF EDUCATION
ED220 (BACHELOR OF EDUCATION) (HONS) (TESL)
QUESTIONNAIRE: ASSESSING TESL GRADUATES CRITICAL THINKING
I am Nurul Athirah Binti Rahimi, a student from the Faculty of Education, Universiti
Teknologi Mara (UiTM). This questionnaire is a part of my academic exercise which
aims to investigate thinking dispositions and ability of TESL graduates as a
requirement for the completion of Bachelor of Education (Hons) (TESL). The
objectives of this study are;
a) To investigate respondents understanding about critical thinking.
b) To investigate respondents critical thinking disposition or habits of mind.
c) To investigate respondents perception of their thinking abilities when they are
explicitly required to
d) think critically about a topic, an idea or information.
This questionnaire consists of four parts;
Part A: Demographic Data,
Part B: The Understanding of the Concept of Critical Thinking,
Part C: Critical Thinking Dispositions, and
Part D: Perception of Thinking Abilities.
Your response is greatly appreciated. All feedback will be handled professionally and
used for academic purposes only. The information gathered will be dealt in the
strictest confidentiality.
Please read and tick the boxes with the statements that best describe you. Thank
you.

PART A: DEMOGRAPHIC DATA

Instruction: Please indicate your answers with a tick () in the space provided.

1. Gender
a) Male
b) Female
2.
a)
b)
c)

Minor
Counselling
Literature
Music

3.
a)
b)
c)
d)

CGPA
2.5 and below
3.0 and below
3.5 and below
4.0 and below

4. Do you wish to advance your career in education field?

a) Yes
b) No

PART B: THE UNDERSTANDING OF CRITICAL THINKING CONCEPT

Instruction: Please state your answers based on your understanding.

1. In your opinion, what can you understand by thinking critically?

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2. In your opinion, is critical thinking important in your life? Give your reasons for
your answer.
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PART C: CRITICAL THINKING DISPOSITION

Instruction: Describe yourself honestly. How often you do this when you are
thinking about specific life issues, problems, and questions?
a) Section A
1
Seldo
m

2
Rarel
y

3
Sometime
s

4
Usuall
y

5
Alway
s

1
2
3
4
5
6
7
8
9
1
0
11
1
2
1
3
1
4
1
5
1
6
1
7
1
8

Description
Courageous enough to ask tough questions about some of
your longest held and most cherished beliefs?
Show tolerance towards the beliefs, ideas, or opinions of
someone with whom you disagree?
Try to think ahead and anticipate the consequences of
various options?
Make a serious effort to be analytical about foreseeable
outcomes of your decisions?
Encourage peers not to dismiss out of hand the opinions
and ideas other people offered?
Read a report, newspaper, or book chapter or watch the
news or a documentary just to learn something new?
Willing to honestly reconsider a decision after getting new
information?
Attend to variations in circumstances, contexts,
experiences and situations in coming to a decision?
Back away from questions that may undercut some of your
longest held and most cherished beliefs?
Try to find information to build up your side of an argument
but not the other side?
Make fun of their beliefs, values, opinion, or points of views
(with or without their presence)?
Manipulate information to suit your own purposes?

Act indifferent for the possible adverse consequences of

your choices?
Jump in and try to solve a problem without first thinking
about how to approach it?
Instead of working through a question for yourself, take the
easy way out and ask someone else for the answer?
Put zero effort into learning something new until you see
the immediate usefulness in doing so?
Show how strong you are to refuse to change your mind?
Refuse to reconsider your position on an issue in light of
differences in context, situations, or circumstances?

b) Section B
1
Neve
r

2
Rarel
y

3
Sometime
s

4
Usuall
y

5
Alway
s

Hypothetical situations
1
2
3
4

6
7

8
9

10
11
12
13

14
15
16

17

18

1
Thinking actively
Get involved in potentially useful projects and activities
instead of remaining disengaged?
Take initiative in making decisions on your own instead of
waiting passively to be told what to think or do?
Follow through on your commitments instead of giving up
when you encounter difficulties?
Take responsibility for the consequences of your decisions
rather than unjustifiably blaming others or events beyond
your control?
Exploring situations with questions
Ask questions to help you make informed judgments and
decisions; by determining relative value, truth, validity, or
reliability of a source?
Identify reliable and valid criteria or standards for
evaluation?
Ask questions to help you integrate knowledge or
concepts you have gained in a situation and apply them to
other situations that you encounter?
Thinking independently
Willing to integrate yourself into social structures without
sacrificing your independence or personal autonomy?
Examine and adopt ideas ourselves instead of simply
borrowing ideas from others?
View situations from different perspectives
Carefully listen, understand and appreciate the viewpoints
of others?
Seek other perspectives of an issue actively?
Understand reasons that support various alternate
viewpoints?
Allow change or modification of ideas based on new
information or better insights by being flexible and openminded towards new experience, ideas, and
perspectives?
Discussing ideas in organized manner
Extend the exploration into issue being discussed by
responding directly to peoples viewpoints?
Involve in discussion to increase understanding, not to
prove that you are right?
Evaluate your beliefs and thinking; by being able to
provide reasons, explanation, evidence and example that
lead you to your conclusion?
Self-regulation
Examine your views on a controversial issue with
sensitivity to the possible influences of your personal
biases or self-interest?
Reconsider your interpretation or judgment, in view of

19
20

further analysis of the facts of the case?

Revise your answers in view of the errors you discovered
in your work?
Change your conclusion in view of the realization that you
had misjudged the importance of certain factors when
coming to your earlier decision?

PART D: PERCEPTION OF THINKING ABILITIES

Instruction: Rate your ability of the given hypothetical situations when you face
issues, problems or questions you wish to solve or answer.
1

Not
well at
all

Not
well

Indifferent

Well

Very
well

Hypothetical situations
1
2
3
4
5
6
7

8
9
1
0
11
1
2
1
3
1
4
1
5

Interpretation
Recognize an issue and a problem when you encounter
one?
Describe issue and problem without biases?
Read a persons real intentions or meanings by the
expression of their face and body language?
Distinguish a main idea from subordinate ideas when you
read a text?
Paraphrasing someones ideas in your own words, after
you read or listen to the idea?
Clarify the meaning of a sign, chart, and graph when you
see one?
Identify the authors purpose, theme, or point of view when
you read?
Analysis
Identify similarities and differences of the approaches
suggested to solve certain issues or problems?
Identify main claim made in newspaper editorial?
Trace various reasons the editor offers to support his
claim?
Identify unstated assumptions of the author when you read
an article?
Graphically organizing an essay that you read, in your own
way?
Evaluation
Judge an authors or speakers credibility when you read or
listen to their ideas?
Compare strengths and weaknesses of alternative
interpretations, meanings, or definitions?
Determine the credibility of a source of information?

1
6
1
7
1
8
1
9
2
0
2
1
2
2
2
3

2
4
2
5
2
6
2
7
2
8
2
9
3
0

Judge two statements that contradict each other when you

read an article?
Evaluate the evidence at hand supports the conclusion
being drawn by the author of an article?
Inference
Able to see or deduce the implications or consequences
from the given data, descriptions, or information?
Draw out or construct meaning from the fundamentals in
reading?
Predict what will happen next, based on what is known, in a
given situation?
Formulate a synthesis of related ideas into a clear and
comprehensible perspective?
Develop a workable plan to gather information after judging
that it would be useful to you to resolve a given
uncertainty?
Conduct a controlled experiment scientifically and apply
proper statistical methods to attempt to confirm or
disconfirm an empirical hypothesis?
Explanation
Construct a chart which organizes your findings?
Cite standards and contextual factors used to judge the
quality of an interpretation of a text?
State research results and describe methods and criteria
used to achieve those results?
Establish criteria as a way of showing the reasonableness
of a given judgment?
Design a graphic display which accurately represents the
relationship among concepts or ideas?
Cite evidence that led you to accept or reject an authors
position on an issue?
List factors that were considered in assigning a final course
grade?