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

Fan, Keji; See, Beng Huat

doi:10.1016/j.tsc.2022.101145

Cited by 18 publications

(10 citation statements)

References 65 publications

(109 reference statements)

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“…However, although studies concerning the associations between CT disposition and different language skills or the relationship between individual CT dispositional traits and language learning existed, empirical research about how general disposition toward CT as well its constructs are related to general foreign language proficiency is rare, and the investigation of the CT disposition of Chinese students are even rarer (Fan & See, 2022). Moreover, whether foreign language learners with various levels of CT disposition differ in their foreign language proficiency, and to what extent foreign language learners' CT disposition can predict their foreign language proficiency is unclear too.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Additionally, some problems such as a weak internal consistency across factors (Ip et al, 2000), low subscale alpha values (Orhan, 2022a), and high cross-factor loadings (Walsh & Hardy, 1997;Walsh, Seldomridge, & Badros, 2007) were identified in the instrument California Critical Thinking Disposition Inventory scale (CCTDI) Ünaldı and Yüce (2021) adopted in their study. Apart from that, the original English version of the CCTDI was adopted in their study, which might result in an inappropriate justification of participants' CT disposition due to the formidable barrier caused by insufficient foreign language proficiency (Fan & See, 2022;Keihaniyan, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

“…In this study, not only the general performance of CT disposition would be investigated, but also their sub-constructs which included open-mindedness, perseverance, reflectiveness, inquisitiveness, and self-confidence. Since most measurements of CT were developed in the language of English (Fan & See, 2022), the reliability of those assessments would decrease due to the barriers to English language proficiency (Moosavi, 2022). To improve the reliability and accuracy of the assessment of Chinese learners' CT disposition, the Chinese Critical Thinking Disposition Scale (CHCTDS) was proposed and validated to assess foreign language learners' CT disposition in the Chinese language to address the gap of lacking an appropriate instrument tailored for assessing foreign language learners' CT disposition in Chinese language (Fan & See, 2022).…”

Section: Literature Reviewmentioning

confidence: 99%

“…To put it another way, what role CT disposition play in foreign language learning is still veiled and unclear. Additionally, a reliable Chinese scale used for assessing Chinese learners' CT disposition is not available (Fan & See, 2022).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Effects of Critical Thinking Disposition on Foreign Language Proficiency in Foreign Language Learning: Evidence from China

Abdullah

Liu

et al. 2023

SSRN Journal

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Effects of Critical Thinking Disposition on Foreign Language Proficiency in Foreign Language Learning: Evidence from China

Abdullah

Liu

et al. 2023

SSRN Journal

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“…However, there is a widespread concern among western academics that Chinese students are not trained to think critically (Fan & See, 2022). Lucas (2019) claimed that Chinese learners lack CT skills training such as analyzing and evaluating information.…”

Section: Introductionmentioning

confidence: 99%

Developing Critical Thinking in EFL through Visible Thinking Routines: Experiences of Teachers in a Chinese International School

Lü¹,

Jeyaraj²

2023

IJELE

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In recent years, critical thinking (CT) has become a key factor in promoting language learning, especially in Chinese international schools. However, there is limited research about the approaches to develop CT within this context. Therefore, this paper focuses on the ways in which English language teachers engage with Visible Thinking (VT) routines to develop students’ CT ability among students in an international school in Fujian, China. Also covered in this paper are suggestions on how to overcome certain challenges that result from the use of these routines. In this qualitative study, data were obtained through semi-structured interviews with four EFL teachers and data were analysed thematically. The results show that English teachers utilized VT routines as a lead-in and a text-based discuss tool to improve students’ CT skills. Additionally, six challenges were identified and these related to the complexity level of VT routines and teachers’ understanding of the these routines, students’ difficulty in providing critical answers, lack of motivation, internet dependence issues and students’ language proficiency level. To overcome these difficulties, teachers should devote more time to lesson-planning and problem-prediction, recognize the value of content knowledge, encourage motivation through peer-support and reward-systems, encourage discussion. Implications for teaching include gaining familiarity with VT routines which can be done through informal conversations with colleagues and also through professional development activities.

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Judging the relative trustworthiness of research results: How to do it and why it matters

Gorard

2024

Review of Education

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This paper describes, and lays out an argument for, the use of a procedure to help groups of reviewers to judge the quality of prior research reports. It argues why such a procedure is needed, and how other existing approaches are only relevant to some kinds of research, meaning that a review or synthesis cannot successfully combine quality judgements of different types of research. The proposed procedure is based on four main factors: the fit between the research question(s) for any study and its design(s); the size of the smallest group of cases used in the headline analyses; the amount and skewness of missing data; and the quality of the data collected. This simple procedure is now relatively widely used, and has been found to lead to widespread agreement between reviewers. It can fundamentally change the findings of a review of evidence, compared to the conclusions that would emerge from a more traditional review that did not include genuine quality rating of prior evidence. And powerfully, because it is not technical, it permits users to help judge research findings. This is important as there is a growing demand for evidence‐led approaches in areas of social science such as education, wherein summaries of evidence must be as trustworthy as possible.

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

Cited by 18 publications

References 65 publications

Effects of Critical Thinking Disposition on Foreign Language Proficiency in Foreign Language Learning: Evidence from China

Effects of Critical Thinking Disposition on Foreign Language Proficiency in Foreign Language Learning: Evidence from China

Developing Critical Thinking in EFL through Visible Thinking Routines: Experiences of Teachers in a Chinese International School

Judging the relative trustworthiness of research results: How to do it and why it matters

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