Teaching and Assessing Critical Thinking in Second Language Writing: An Infusion Approach

Yanning, Dong

doi:10.1515/cjal-2017-0025

Cited by 12 publications

(12 citation statements)

References 9 publications

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“…One of the two directly relevant papers the authors came across is that by Fahim, Bagherkazemi, and Alemi (2010), who found that those students who performed well on a Watson-Glaser Critical Thinking Appraisal measuring general CT skills performed better on EFL tests as well, which might imply that solving English language tasks involves using one's thinking capabilities. The second paper, written by Yanning (2017), reports on positive correlations between the students' critical thinking and writing scores in the second language classroom.…”

Section: Critical Thinking and English Language Teaching And Assessmentmentioning

confidence: 99%

Analysis of English language test tasks for seventh and eighth-graders in Serbia according to Bloom's Taxonomy

Glušac¹,

Pilipovic²,

Marčićev³

2019

Nastava i vaspitanje

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Cognitive processes are the foundation of the cognitive domain of critical thinking. Even though developing these processes is an educational priority in many countries, including Serbia, the concept itself and the ways in which these cognitive actions can be assessed are left to teachers to discover. The aim of this paper is to investigate what cognitive processes are required of seventh-and eighth-graders in Serbia in order to complete the tasks included in English language tests. The authors collected 14 tests, designed by 14 English language teachers, for each grade. The authors analyzed the tasks and determined the levels of cognitive complexity required for completing them according to Bloom's Taxonomy for the cognitive domain while relying on the descriptions of these levels and the instructions for task classification. Generally speaking, very few tasks target higher-order thinking levels. Moreover, the teachers seem to include more cognitively demanding tasks in tests for seventh-graders. The findings raise several questions that would be worth considering in the immediate future: To what degree are English language teachers acquainted with cognitive processes and their implementation in teaching practice? Do they possess the requisite knowledge and skills for constructing tests that would successfully assess the students' ability to perform at different levels of cognitive complexity in the foreign language? teaching English as a foreign language, cognitive processes, critical thinking, tests, Bloom's Taxonomy.

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Section: Critical Thinking and English Language Teaching And Assessmentmentioning

confidence: 99%

Analysis of English language test tasks for seventh and eighth-graders in Serbia according to Bloom's Taxonomy

Glušac¹,

Pilipovic²,

Marčićev³

2019

Nastava i vaspitanje

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“…As for teaching strategies, assessment techniques, a term used in Soufi and See [56], refer to teaching strategies or methos that rely on conferencing, feedback, and rubrics. They are used in a majority of studies [44], [45], [48], [57]- [60]. Li [59] used the action research design to find how to raise the reader's awareness in the review to develop CT among 24 sophomores of English majors.…”

Section: Ct Teaching Strategies and Assessments In Chinese Efl Writingmentioning

confidence: 99%

Teaching critical thinking to Chinese students in English as a foreign language writing class: A review

Zeng

Ravindran

Amini

2023

IJERE

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<span lang="EN-US">Critical thinking (CT) is important for English as a foreign language (EFL) writing. However, the EFL writings of Chinese students are usually negatively commented on in terms of CT in writing. The study reviewed relevant studies on how CT in writing was taught to Chinese EFL learners at the tertiary education level. It shows most EFL writing teachers adopted existing western CT definitions in a general knowledge background and mainly used teacher-centered assessment techniques to teach CT. Students’ CT development was mostly assessed by self-designed CT assessments. Facing the globalization of CT teaching, the study thus updates the assessment techniques to meet the increasing needs of CT teaching in EFL writing in China. Relevant suggestions are also given to education practitioners.</span>

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“…According to [ 8 ], raising awareness of explicit critical thinking improved Iranian postgraduate TEFL students’ reading comprehension and the correct creation of argumentative essays. According to [ 15 ], the infusion strategy increased students’ critical thinking and L2 writing scores significantly, and there was a strong positive association between students’ critical thinking and L2 writing scores. El Soufi and See [ 10 ] evaluated existing evidence on the influence of critical thinking teaching on English language learners’ critical thinking skills in higher education.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Enhancing EFL students’ critical thinking skills using a technology-mediated self-study approach: EFL graduates and labor market in perspective

Algouzi,

Alzubi,

Nazim

2023

PLoS ONE

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This research project bridges the gap between Saudi Vision 2030 and labor market needs by strengthening English as a Foreign Language (EFL) students’ critical thinking skills. The increasing unemployment rates may not be due to insufficient vacancies in the labor market, but graduates’ lack of the general abilities deemed vital to meet the labor market needs. With employability in mind, this study reiterates that graduates should ideally be advanced specialists, critical researchers, creative initiators, and active communicators to be more competitive and contribute to the prosperity of their nation. Therefore, this research employs a quasi-experimental design (time series design) to investigate how effectively students’ critical thinking skills are enriched using a video-mediated self-study program through Telegram. Studies in this respect, regarding the Saudi EFL context, are limited. Therefore, this research employed a video-mediated self-study program through Telegram on learning critical thinking skills for EFL students majoring in English or Translation. The data collection included a pre-and post-test on critical thinking skills and a semi-structured interview. The findings showed that students improved their critical thinking skills due to the training program compared to their performance before the treatment at a low level. Besides, the participants evaluated learning critical thinking skills from thinking ways, feelings, benefits, motivation, challenges and problems, and suggestions. In light of the findings, recommendations were presented.

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Teaching and Assessing Critical Thinking in Second Language Writing: An Infusion Approach

Abstract: Recent calls for promoting students’ critical thinking (CT) abilities leave second language (L2) teachers wondering how to integrate CT into their existing agenda. Framed by

Cited by 12 publications

References 9 publications

Analysis of English language test tasks for seventh and eighth-graders in Serbia according to Bloom's Taxonomy

Analysis of English language test tasks for seventh and eighth-graders in Serbia according to Bloom's Taxonomy

Teaching critical thinking to Chinese students in English as a foreign language writing class: A review

Enhancing EFL students’ critical thinking skills using a technology-mediated self-study approach: EFL graduates and labor market in perspective

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