Developing critical thinking skills in Russian language studies: Online learning tools in Chinese universities

Zhou, Hongwei

doi:10.1111/flan.12583

Cited by 3 publications

(2 citation statements)

References 26 publications

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“…For instance, Hashemi and Ghanizadeh [71] demonstrated that having EFL students engage in critical discourse analysis of news stories followed by presentations helped them develop CT, particularly regarding their ability to spot implicit biases and assumptions. Nejad et al [72]; Lu and Xie [73]; Du and Zhang [74]; Hongwei [75] argue the role of critical thinking skills (CTA) as a mediator between language learning strategies and intermediate English writing performance as a foreign language (EFL) learner.…”

Section: Human-computer Interaction In Efl Classroommentioning

confidence: 99%

Playing with AI to Investigate Human-Computer Interaction Technology and Improving Critical Thinking Skills to Pursue 21st Century Age

Seraj

Oteir³

2022

Education Research International

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As part of the human-computer interaction (HCI) that artificial intelligence has, it has a specific effect on developing critical thinking skills, which is what this study is looking at. The purpose of this study was to determine the impact of AI friend apps on EFoLLe (English foreign language learners) interactions with technology. The primary focus of this paper is on a new artificial intelligence-based immersion teaching method for university-level English. Students’ English proficiency and CT are the primary goals of this course. This study employs mixed methods research design using an online survey and classroom observation. Both quantitative and qualitative data collection and analysis techniques helped researchers to understand deeply. Still, little research was used to look at the survey and how people acted while they were learning how to use AI to improve CT skills. The participants in this paper were polled using an online survey. A total of 453 people participated in the survey. According to the outcomes of the study, AI friends to enhance students’ critical thinking abilities has a positive impact among the participants. Because AI-based instruction promotes students’ trust, self-confidence, open-mindedness, and maturity in English, it can help them improve their critical thinking skills. This is because critical thinking skills are the foundation for 21st-century skills, and AI-based instruction helps students learn these skills. This study helped AI-based instruction because it helps nonnative English students become more trusting, self-confident, open-minded, and mature in English. It also helps them learn the CT skills that are the foundation of critical thinking, so they can learn new skills in the 21stcentury.

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Section: Human-computer Interaction In Efl Classroommentioning

confidence: 99%

Playing with AI to Investigate Human-Computer Interaction Technology and Improving Critical Thinking Skills to Pursue 21st Century Age

Seraj

Oteir³

2022

Education Research International

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“…In the realm of L2 learning, CT holds significance as language learners consistently participate in communicative tasks necessitating applications, analyses, evaluations, and more. Its integration into the classroom has been substantiated by studies demonstrating its capacity to enhance the learning experiences of L2 learners (Zhou, 2022;Yuan et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Enhancing Critical Thinking Skills with ChatGPT-Powered Activities in Chinese Language Classrooms

2024

International Journal of Chinese Language Teaching

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ChatGPT, an Artificial Intelligence (AI) chatbot, emulates human-like conversations and is built upon OpenAI's GPT language model introduced in 2018. In the context of language classroom activities, our observations indicate that language learners employ a spectrum of strategies during interactions with ChatGPT, reflecting Bloom's taxonomy. These strategies encompass lower-order thinking (e.g., remembering, understanding, applying) and higher-order thinking (e.g., analyzing, evaluating, creating). Utilizing Bloom's revised taxonomy (cited in Anderson & Krathwohl, 2001) as a framework for defining critical thinking (CT) skills, this paper seeks to investigate the impact of ChatGPT-powered activities on CT skill application within three Chinese language classrooms: introductory and intermediate courses for second language (L2) learners and an academic writing course for native Chinese speakers. It also investigates whether the nature of tasks contributes to learners' application of CT. The following two research questions frame the current study: 1) Which CT skills are utilized in ChatGPT-empowered learning activities for both L2 learners of Chinese and native speakers of Chinese? 2) How do task types in ChatGPT-empowered learning activities relate to the application of CT skills among L2 learners of Chinese and native speakers of Chinese? This research adheres to an action research framework, marked by a cyclic process involving planning, execution, observation, and reflection (Kemmis and McTaggart, 2005, as cited in Burns, 2011). Qualitative data have been gathered to assess the application of CT skills among Chinese learners. The findings revealed that six levels CT skills including remembering, understanding, applying, analyzing, evaluating and creating, were consistently applied across all three language courses, irrespective of their levels of language proficiency. Second, task types in ChatGPT-empowered learning activities and the application of students' CT abilities are intricately linked. The types of tasks play a crucial role in shaping the utilization and cultivation of different levels of CT skills. Consequently, these factors significantly impact the attainment of learning objectives.

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Online learning environments for transferable skills development: a systematic literature review from 2013–2022

Weng,

Kassaw,

Astatke

et al. 2024

Interactive Learning Environments

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Developing critical thinking skills in Russian language studies: Online learning tools in Chinese universities

Cited by 3 publications

References 26 publications

Playing with AI to Investigate Human-Computer Interaction Technology and Improving Critical Thinking Skills to Pursue 21st Century Age

Playing with AI to Investigate Human-Computer Interaction Technology and Improving Critical Thinking Skills to Pursue 21st Century Age

Enhancing Critical Thinking Skills with ChatGPT-Powered Activities in Chinese Language Classrooms

Online learning environments for transferable skills development: a systematic literature review from 2013–2022

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