A Comparative Study of Critical Thinking Skills Between English and Japanese Majors in a Normal University

Zhou, Fenglin; Lin, Yuewu

doi:10.5539/elt.v12n12p30

Cited by 6 publications

(3 citation statements)

References 5 publications

(4 reference statements)

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“…Recent studies indicate heightened interest in different factors that have restraining influence on the language learning process in different cultural environments. The comparative thinking helps such students to systematize new knowledge, use compare and contrast strategies to overcome interlanguage barriers (Akhter et al, 2016, p. 130-134;Zhou & Lin, 2019).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…Comparative thinking is defined as a type of critical thinking and the most effective way to accomplish learning tasks (Whitten et al, 2020). Zhou and Lin (2019) also drew certain connections between thinking techniques and speaking activities. For instance, using the techniques mentioned, the students could practise describing separate items, making and discussing conclusions, completing speaking tasks, summarizing information, questioning and responding.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

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English Intercultural Tutorial for University Students Majoring in Japanese

Liubashenko¹,

Semian²,

Druzhchenko³

2022

JCT

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This paper is the first attempt to present the implementation results of the language-learning tutorial based on intercultural and communicative approaches in a classical university in Ukraine. The authors present a new tutorial method for teaching English at Departments of the Far East Languages in Classical Universities of Ukraine. This method is aimed to facilitate the acquisition of essential aspects of knowledge about a country as a regional and cultural subject as well as to improve students’ English speaking and conversational skills. The experimental research involved 2nd and 3rd year university students majoring in the Japanese and English languages. The authors proposed the original design of the tutorial to be used both for English speaking practice and as a part of the course content. Considering the psycholinguistic peculiarities of Ukrainian students to percept and understand the English and East Asian languages, the tutorial under review stimulates students’ cognitive activity during the English learning process and when developing sociocultural competence with regard to the Far East. Compare and Contrast activities in the English language classroom can create a favourable learning environment resulting in students gaining knowledge and acquiring skills necessary for proficient English users. At the same time, they get the opportunity to pick up more information about Japan using the sources about the country available in the English language. The ability to categorise and compare things in terms of their differences and similarities corresponds to the main stages of cognitive development. Compare and contrast as teaching and learning strategies can be applied when teaching monologic and dialogic production, in particular when discussing similarities and differences of cultural, natural, geographical, historical, political and art objects of Ukraine and Japan. In this article, the interdependence between the use of the tutorial method and academic achievements in English speaking competence has been proved, since the students have significantly improved their speaking fluency in English about the Far East.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

English Intercultural Tutorial for University Students Majoring in Japanese

Liubashenko¹,

Semian²,

Druzhchenko³

2022

JCT

View full text Add to dashboard Cite

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“…Other studies have also addressed the influence of sociodemographic variables (e.g., gender, age), academic variables (e.g., year, area of study), and professional variables (e.g., contribution to organization, emotional labor) as predictors of critical thinking dispositions (Delgado-Vásquez et al, 2019;Ekinci & Ekinci, 2017;Sahanowas & Santoshi, 2020;Zheng, 2021;Zhou & Lin, 2019).…”

Section: Introductionmentioning

confidence: 99%

Dispositions toward Critical Thinking in Portuguese Undergraduate Students

Morais¹,

Lopes²,

Silva³

et al. 2023

EDUPIJ

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Background/purpose -The study aimed to identify differences in the level of critical thinking dispositions of undergraduate students in Portugal according to their sociodemographic (gender, age) and academic (study field) characteristics. Materials/methods -A cross-sectional, descriptive correlational study was conducted with a convenience random sample of 1,017 students. Most of the participants were female (76.8%) and the average age of the respondents was 21.8 ± 4.22 years old. For data collection, the Critical Thinking Dispositions Scale (CTDS) was employed, which consists of 35 question items and was validated for the Portuguese population. In the statistical analysis, t-test, ANOVA, and hierarchical multiple regression model were used. Results -The students showed an average positive disposition for critical thinking (average CTDS score was 279.1 ± 27.1). The results demonstrated that gender, age, and field of study influenced the students' dispositions for critical thinking. Older female students attending biomedicine courses had a higher disposition to think critically. Conclusion -Female students generally show higher critical thinking scores dispositions, regardless of the study field.

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Trends of thinking skills in social studies and life studies courses: A meta-synthesis study

BEKİROĞLU

Güllühan

2022

Thinking Skills and Creativity

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A Comparative Study of Critical Thinking Skills Between English and Japanese Majors in a Normal University

Cited by 6 publications

References 5 publications

English Intercultural Tutorial for University Students Majoring in Japanese

English Intercultural Tutorial for University Students Majoring in Japanese

Dispositions toward Critical Thinking in Portuguese Undergraduate Students

Trends of thinking skills in social studies and life studies courses: A meta-synthesis study

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