Reflective thinking in an EFL Writing course: To what level do portfolios improve reflection in writing?

Farahian, Majid; Avarzamani, Farnaz; Rajabi, Yusef

doi:10.1016/j.tsc.2020.100759

Cited by 30 publications

(39 citation statements)

References 51 publications

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“…The second hypotheses of the present study was rejected meaning inquiry learning has no effect on problem-solving skills among college students in the context of m-learning. This result contradicted the findings of Farahian et al (2021) who found that reflective thinking style is a precursor of problem-solving skills in achieving Science and Technology course. The possible reason could be reflective thinking focuses on a broader picture and understanding the consequences rather than finding the solution of a problem.…”

Section: Discussioncontrasting

confidence: 99%

“…For example, students solving a problem without thinking about the purpose behind it might face difficulty in evaluating the information sources and information results ( Mauliza et al, 2022 ). Moreover, Farahian et al (2021) examined how inquiry learners solve a problem through their problem-solving skills and the results showed that inquiry learners identify every possible solution to a problem and then make the right and best decision. Hwang et al (2018) suggested investigating the role of inquiry learning on problem-solving skills that has limited literature in this regard.…”

Section: Literature Review and Hypotheses Developmentmentioning

confidence: 99%

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Adoption of M-Learning in Business English Course and Its Relationship to Learning Style Preferences: An Empirical Investigation

Cao

2022

Front. Psychol.

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Learning around the world has been changed with the rapid development in technology which promotes the students to be more flexible and interactive with each other which has been encouraged by the mobile learning environment. Therefore, the current study intends to analyze the impact of inquiry learning, reflective thinking on problem-solving skills, and critical thinking skills with the mediation of peer communication. To carry out the study, data was collected from 378 college students in China by using survey forms. The analysis of the data and validation of the proposed hypotheses were conducted using Smart-PLS and structural equation modeling (SEM) technique. The results revealed that inquiry learning and reflective thinking affect problem-solving skills. However, inquiry learning and reflective thinking did not affect critical thinking skills. Moreover, the study found that peer communication mediated the relationship between reflective thinking, problem-solving skills, and between reflective thinking and critical thinking skills. However, peer communication did not mediate the relationship among inquiry learning as independent variable and problem-solving skills and critical thinking skills as dependent. The study has theoretically contributed by examining the impact of online learning styles on higher-order thinking skill (HOTS) in the M-learning environment. Also, the study greatly advances the literature by investigating the mediating role of peer communication. Practically, the colleges can improve the students HOTS by devising policies and educational programs focusing on learning styles.

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Section: Discussioncontrasting

confidence: 99%

Section: Literature Review and Hypotheses Developmentmentioning

confidence: 99%

Adoption of M-Learning in Business English Course and Its Relationship to Learning Style Preferences: An Empirical Investigation

Cao

2022

Front. Psychol.

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“…Pollard highlights that teacher reflection has become highly significant for classroom practitioners (Pollard, 2002), as it leads to more precise learning (Moon, 2013), allowing participants to attain a more constructive and assimilated knowledge structure as well as knowledge that is more comprehensible and practical (Billing, 2007). Recent studies have been conducted on the following subjects: the RTQ's validity and reliability, the quality of distance teacher education programs, RT, reflective practitioners, and teacher education programs' impact on university graduates (Aslam & Rao, 2017Başol & Evin Gencel, 2013;Bukhsh, 2010;Buzdar & Ali, 2013;Byrne & Flood, 2003;Clarke & Braun, 2013;Demir, 2015;Farahian et al, 2021;Ghanizadeh & Jahedizadeh, 2017;Harrison et al, 2003;Hussain et al, 2011;Kember et al, 2000;Lucas & Tan, 2007;Schon, 1991;Sultana et al, 2016;Syamsuddin, 2020;Zach & Ophir, 2020;Zubizarreta, 2009). Lucas and Tan (2007) present the findings of a pilot study that concerns the evaluation levels of RT.…”

Section: Literature Reviewmentioning

confidence: 99%

The Teacher Education Program’s Impact on Preservice Teachers’ Reflective Thinking in Pakistan

et al. 2021

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The importance of reflective thinking among teachers has long been recognized, and it remains a crucial indicator of learning and ensures teachers’ professional development. This study’s aim is to understand a teacher education program’s impact on the reflective thinking of preservice teachers in Pakistan. Utilizing a mixed-method approach, 400 teacher education candidates participated in the quantitative analysis, which involved a follow-up that included 10 semi-structured interviews by teacher education candidates. The results showed that teacher education in Pakistan is characterized by the production of more graduates but lacks the focus to develop and generate reflective practitioners in the field. This research contributes to our understanding about the importance of reflective thinking in terms of how it can improve preservice teachers’ thinking patterns and nurture teacher education. Furthermore, this study suggests that teacher-training institutions should focus on improving the quality of the trainings for students.

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“…They reason that in Asian countries, what is important in education and assessment is the content. As such, being critical is difficult for students (Farahian et al, 2021;Hayes and Lucas, 2005), and thus they are more prone to acts of plagiarism (Park, 2003). Among Asian students, East Asians, in particular, have attracted much more concern (Lahur, 2004) regarding the abovementioned issues.…”

Section: Literature Reviewmentioning

confidence: 99%

Plagiarism in higher education across nations: a case of language students

Farahian

Avarzamani

Rezaee

2021

JARHE

Self Cite

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PurposeMany scholars have recognized the cultural dependency of the concept of plagiarism and have investigated the influence of cultural attitude on university students' plagiarism; however, since the findings are inconsistent and because plagiarism is a major concern in academic institutions in Asia, we were motivated to examine the understanding and prevalence of plagiarism among Canadian and some Asian language students.Design/methodology/approachTo elicit the data, the questionnaire developed by Maxwell et al. (2008) was adapted for this study. The scale included three sections. In the initial section, the students' background information was inquired. Section two included 10 scenarios, all of which consisted of two levels; understanding and experience. Section three of the scale consisted of five open-ended questions. In fact, the questions intended to complement the survey findings. Finally, in the fourth section, five yes/no questions were asked. Because the respondents could evade answering some open-ended questions, we developed five questions with yes/no answers in order to probe deeper into the participants' answers.FindingsThe results showed significant differences among the participants concerning both understanding and prevalence of plagiarism. Most of the differences were between Canadian and Asian students in that Canadians had a higher level of understanding. They also enjoyed a lower rate of incidence of plagiarism. Nevertheless, further analyses revealed that the students' academic misconduct is probably influenced by other factors including lack of proper education rather than cultural differences.Social implicationsThe findings lead us to argue that cultural differences may not be the main source of the prevalence of plagiarism across nations and that Asian language university students plagiarize mainly due to a lack of understanding of the principles of plagiarism. Therefore, Asian universities should take measures to make sure that they promote language students' understanding regarding the misconduct.Originality/valueApart from a few studies, no other study has scrutinized plagiarism across cultures. As such, our study attempted to shed more light on the student, especially language students' plagiarism across different nations.

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Reflective thinking in an EFL Writing course: To what level do portfolios improve reflection in writing?

Cited by 30 publications

References 51 publications

Adoption of M-Learning in Business English Course and Its Relationship to Learning Style Preferences: An Empirical Investigation

Adoption of M-Learning in Business English Course and Its Relationship to Learning Style Preferences: An Empirical Investigation

The Teacher Education Program’s Impact on Preservice Teachers’ Reflective Thinking in Pakistan

Plagiarism in higher education across nations: a case of language students

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