A Case Study of Chinese Students’ and IEP Faculty Perceptions of a Creativity and Critical Thinking Course

Abstract

The attention to fostering learners’ critical thinking and creativity skills in secondary school and college students is growing in Western and non-Western countries. This study investigated the integration of a creativity and critical thinking course in an Intensive English Programs (IEP) to determine how the same course may contribute to international students’ linguistic skills and analytic abilities in preparation for college. Perry’s (1970) conceptual framework was adopted to analyze Chinese students’ views of problems presented in a creativity and critical thinking course, and how the same knowledge related to the Chinese students’ prior educational experiences as well as connect to their future studies. IEP faculty and administrator’s perceptions provided an additional perspective into the purpose and learning outcomes of the same course. Findings from this research address a gap in the literature that seeks effective strategies and models for IEPs to foster international students’ analytic skills in preparation for college studies.

Cognitive reappraisal and creative self-concept among higher education students: A latent class analysis.

“…There is a consensus over the need to foster student creativity (Badger, 2019), a highlighted need also in the Spanish educational system. The Spanish higher education system, in line with the European Higher Education Area, follows a methodological approach based on the promotion of key competences and learning outcomes.…”

Critical Thinking: What it means in a Vietnamese Tertiary EFL Context

“…Given increasing importance of critical thinking in EFL contexts, the question of how critical thinking is undertood in these specific settings has also been empirically studied (e.g., Badger, 2019;Dumteeb, 2009;Ketabi et al, 2013;Li, 2016;Ma & Luo, 2020;Saleh, 2019;Stapleton, 2001;Thunnithet, 2011;Yuan & Stapleton, 2019). The studies found diffferent ways that the participants in diffferent EFL contexts understood critical thinking.…”

How do Chinese students’ critical thinking compare with other students?: A structured review of the existing evidence

“…Thus, Chinese students are less confident and vocal in voicing their opinions, further reinforcing western academic's perception of them as critically unaware (Li, Chen, & Duanmu, 2010). Consequently, some western academics have taken this stereotype for granted and have tried to design tailored curricula for Chinese students (Badger, 2019). Few have tried to establish the CT skills of Chinese students before accepting these general stereotypical views.…”