Use of Content Based Instruction and Socratic Discussion for ESL Undergraduate Biomedical Science Students to Develop Critical Thinking Skills

Abstract

Content based language instruction can assist English as a second language (ESL) students to achieve better learning and teaching outcomes, however, it is primarily used to understand content, and may not help to develop critical analysis skills. Here we describe a pilot study that used a 'Socratic' small-group discussion in addition to content based instruction, to enhance critical thinking skills in ESL Biomedical Science students. Students were provided a detailed protocol for the analysis of a research journal manuscript and participated in a Socratic discussion. Students wrote evaluative pieces to summarize the manuscript's topics, both before and after the small-group discussion. Overall, a third of all students displayed an improved critical thinking score based on Bloom's taxonomy. However, only 20% of ESL students improved their critical thinking score, while 42% of non-ESL students improved. Despite this, students agreed that the Socratic discussion improved their understanding of science and enhanced their ability to review scientific literature. Importantly, ESL students believed that the discussion made them feel positive about their ability to read scientific literature. Thus, specific tools for enhancing critical thinking in the ESL student group should further be developed, with investigation of the retention of these skills warranted.

Factors Contributing to EFL Learners’ Construction of Arguments in Culturally Infused Discussions

“…Hayes and Devitt (2008) claimed that Socratic questioning has a positive impact on classroom discussions. In addition, Socratic questioning proved beneficial to enhance critical thinking skills, including argumentation in content-based instruction (Burder et al, 2014;Sahamid, 2016). At present, three categories of Socratic questions can be distinguished: spontaneous, exploratory, and focused (Paul & Elder, 2008).…”

What's Behind the Label? A Qualitative Study of Critical Thinking Exercises in Two Popular English for Academic Purposes (EAP) Textbooks

“…The intermingling of various approaches in the above studies is indicative of the overlapping nature of the critical thinking approaches themselves (Davies & Barnett, 2015). In addition, the studies, namely, Burder et al (2014) and Galetcaia and Thiessen's (2010), demonstrate that applications of critical thinking may not fit into any of the three major critical thinking approaches.…”

“…Burder et al (2014) examine whether text-based instruction followed by Socratic discussion improves the critical thinking skills of ESL students. Participants were ESL biomedical science students who were enrolled in a content-based ESL course.…”