scholarly journals Measuring the Frequency of Critical Thinking in a Second Language Academic Discussion Course

2021 ◽  
pp. 237-268
Author(s):  
Samuel Reid ◽  
◽  
Travis West ◽  
Keyword(s):  
Second Language ◽  
Critical Thinking ◽  
English Language ◽  
Tertiary Education ◽  
Qualitative Difference ◽  
Ministry Of Education ◽  
Spoken Discourse ◽  
Language Courses ◽  
Categorization System ◽  
Objective Reasoning

As technology and globalization increase the chances of exposure to information, learners’ Critical Thinking (CT) and researchers’ ability to measure it will play an important role in developing modern educational experiences. This is particularly the case for English language learners who wish to enter tertiary education in English-speaking countries (Liaw, 2007; Wagner, 2010). Emphasis on such skills is increasingly a facet of language education in Japanese contexts. This can be seen in changes implemented by the Japan Ministry of Education, Culture, Sports, Science, and Technology which have encouraged a focus on CT in English language courses during recent years (MEXT, 2011). However, it can be difficult for second language (L2) learners to exhibit CT in an L2 (Bali, 2015; Luk & Lin, 2015). Measuring CT in learner output has also proven difficult, which can be an obstacle to further integrating CT in L2 pedagogy. Studies exploring ways of measuring CT in an L2 have largely focused on written work (e.g., Davidson & Dunham, 1997; Floyd, 2011; Stapleton, 2001), while analysis of CT in spoken L2 discourse has seen little attention. As a result, little advice can be found on practical steps for teachers to help learners display CT when speaking in an L2. This chapter describes a study of arguments made during group discussions in an L2 English Discussion course at a Japanese university. A corpus of spontaneous spoken discourse recorded during class was analyzed to measure the frequency of CT displayed in an academic setting where CT was not an explicit focus of the course. Arguments in the corpus were identified using Ramage et al.’s (2016) model of argument criteria, and a categorization system was developed in which discourse was classified as displaying either objective reasoning or subjective reasoning. Participants were found to have used approximately 72% objective and 28% subjective reasoning. However, further analysis revealed an important qualitative difference in arguments identified as incorporating objective reasoning. The results of the study suggest two areas that may help teachers promote an increase in student usage of CT: the importance of question prompts in orienting learners towards CT in their answers, and a specific focus on the role of pronoun usage in taking a subjective or objective stance.

scholarly journals ARISTOTLE’S TRIAD OF PERSUASIVENESS IN ENGLISH LANGUAGE WRITERS' WRITTEN TEXT

2021 ◽  
Vol 6 (41) ◽  
pp. 14-22
Author(s):  
Wan Hurani Osman ◽  
Mohammad Aqmal Hafidz Musa ◽  
Sabariah Abd. Rahim ◽  
Bernadette Tobi
Keyword(s):  
Second Language ◽  
English Language ◽  
Tertiary Education ◽  
Education Level ◽  
Daily Activities ◽  
English As Second Language ◽  
Written Text ◽  
Written Assignments

In order to convince someone of what one is saying or writing about, the use of the appropriate persuasive technique is very important. At tertiary education level, academics who focus on teaching communication either in the written or spoken form emphasises on being persuasive. In communication, either in daily activities, academic or workplace, persuading someone is often used. The sender of the message needs to persuade the receiver to believe, agree, acknowledge and obey the message that one wants to convey. In this study, Aristotle’s triad of ethos, pathos, and logos is usually used to explore whether a text is persuasive. Aristotle's triad focuses on credibility (ethos), emotion (pathos), and facts (logos) in persuading a person on a certain issue that is being presented. The present study attempts to identify how ESL writers write to persuade. Samples of English as Second Language writers’ written assignments produced for an English for Occupational Purpose Module are used in this study. The assignment is in the form of a proposal paper written to propose an activity. The objective of a proposal paper is to propose an idea, and it is written in the hope of persuading the person reading the proposal to agree, approve and support the proposal. By studying the use of Aristotle’s triad of persuasive appeals, it is hoped that it will assist academicians to focus on what to teach in their communication class and to be able to produce competent ESL writers who are able to persuade and make one agree with their ideas and issues.

scholarly journals AN ANALYSIS ON INDONESIAN ELT TEXTBOOK FOR GRADE XI FROM THE PERSPECTIVE OF SLA PRINCIPLES USING LITTLEJOHN’S FRAMEWORK

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Christina Atika Yulina
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Textbook Analysis ◽  
English Language Learning ◽  
Ministry Of Education ◽  
Textbook Evaluation ◽  
Material Analysis

This paper outlines a procedure for language textbook analysis from the perspective of second language acquisition (SLA) principles using a minimally modified version of Littlejohn’s three-level framework by Guilloteaux as a preliminary procedure to textbook evaluation for selection. The aim is to analyze to what extent does Indonesian ELT textbook for grade XI reflects the universal SLA principles. The universal SLA principles used as material analysis criteria in this paper were drawn from the literature selected by Guilloteaux. This analysis revealed that the Indonesian ELT textbook by the Ministry of Education and Culture reflected SLA principles closely. Although only in-use evaluation can determine the extent to which this textbook actually supports language acquisition, the evidence suggests that the textbook is potentially supportive to English language learning.

scholarly journals Conceptualizing health literacy promotion in second language courses based on a realistic review

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
S Harsch ◽  
U Bittlingmayer
Keyword(s):  
Second Language ◽  
Health Literacy ◽  
Basic Education ◽  
Theory Of Change ◽  
Local Health ◽  
Ministry Of Education ◽  
Language Courses ◽  
Education Courses ◽  
Relevant Factors

Abstract Background Second language courses (SLC) and adult basic education courses are considered appropriate settings for promoting health literacy (HL) of vulnerable and hard-to-reach migrants and refugees. Yet, these courses and the process of HL promotion in SCL are not yet empirically well-understood. In the project SCURA, funded by the German Federal Ministry of Education and Research, we explored the role of SLC in HL promotion and developed interventions to improve the HL of newcomers. This study's aim was to analyze projects on HL promotion in SCL and to develop an empirically based theory of change. Methods We conducted a systematic literature search on HL and SCL on four databases (PubMed, PsycInfo, ERIC, google scholar) and a free online research. Two researchers screened titles, abstracts and full-text and identified 20 articles of 13 interventions eligible for a realistic review (Pawson 2005). We extracted the context and characteristics of the programs, methods, results, influences and triangulated the data to create a model. Results Despite the heterogeneous contexts, HL can be successfully promoted in SLC. The theory of change unfolds key program activities, outputs and outcomes, supporting factors and their relationships, and specifies the roles of teachers, health professionals, schools and students. The study reveals factors ensuring sustainability e.g. integrating health topics in the standard SLC, capacity building of teachers and institution, partnerships with local health services and focusing on language for health. Conclusions HL can be improved in SLC, but interventions need to adapt flexibly to the context and situation. Further relevant factors and process are depicted in the empirical-informed model facilitating the development of interventions and to advance the discussion on HL in SLC. Key messages Empirical data proves second language courses are adequate settings for promoting health literacy. The empirically-informed theory of change helps to guide the development of promising interventions to develop health literacy in second language courses.

scholarly journals Foundation Program English Language Learner Profile: A Case Study in Oman

2019 ◽  
Vol 10 (6) ◽  
pp. 1251
Author(s):  
Meenalochana Inguva ◽  
Victoria Tuzlukova ◽  
Pooja Sancheti
Keyword(s):  
Academic Success ◽  
Curriculum Design ◽  
English Language Learner ◽  
English Language ◽  
Tertiary Education ◽  
Language Learner ◽  
Foundation Program ◽  
Language Courses ◽  
Learner Profile ◽  
Context Specific

This paper addresses the concept of the foundation program English language learner profile, its meaning and utility, and explores contextual variables that might have caused success or failure of the students enrolled in the foundation English language courses in tertiary education institutions in Oman. In more detail, it reports on the findings of the study that focuses on foundation English language program context-specific internal and external factors to highlight a variety of learner profile attributes shaping students’ personality and equip them with 21st century skills. A bilingual questionnaire in English and Arabic is used to provide detailed descriptions of the leaner profile, discuss experiences, achievements and challenges of the students of the foundation program exit level English language courses at the Centre for Preparatory Studies at Sultan Qaboos University. The results demonstrate that the analysis of the learner profile attributes can serve as a guide for informing future decisions about the foundation program English language curriculum design and implementation to enhance students’ academic success.

Varieties and the Issue of Standards: How Should English be Taught in a Global Community?

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Maria Rosario Y. Florendo
Keyword(s):  
English Language ◽  
Tertiary Education ◽  
American English ◽  
First Language ◽  
The Philippines ◽  
Language Teachers ◽  
Language Policies ◽  
Native Languages ◽  
Language Courses ◽  
Filipino Teachers

As language policies for basic and tertiary education in the Philippines vacillate between the preservation, promotion and use of first and native languages of students and the enhancement of English as a Second Language, language teachers are put in a dilemma. While sound language theories dictate that it is more productive to teach content courses in the students’ native tongue, the Department of Education’s language policy says otherwise. Further, while English language courses are still taught with emphasis on structure and form with Standard British or American English as models, outside, the native Philippine Variety of English is actually used. Although many young Filipinos today are raised speaking English as their first language, the variety too that they actually learn is native. The Philippines has also been a popular destination for other Asians who want to learn English (EFL). Learning from Filipino teachers would eventually result to the further spread, not of the Inner Circle variety, but the Philippine Variety of English. Thus, there is a need to reevaluate how English is actually taught and re-assess the standards of evaluation of students’ performance. Keywords - Teaching English, Standards, Models, Varieties/Variations, Multilingua l

scholarly journals Assessing critical thinking in L2: An exploratory study

2021 ◽  
Vol 25 (1) ◽  
pp. 8-21
Author(s):  
Sam Reid ◽  
Peter Chin
Keyword(s):  
Second Language ◽  
Critical Thinking ◽  
Exploratory Study ◽  
Tertiary Education ◽  
First Language ◽  
Test Format ◽  
Cultural Issues ◽  
Rating Accuracy ◽  
Ct Test ◽  
L1 And L2

Critical thinking (CT) is taking on an increasingly important role in Japanese tertiary education. Teachers tasked with developing CT in a second-language (L2) context may need a way of assessing students’ abilities. However, a number of difficulties face L2 students taking a test designed for first-language (L1) speakers. They may be disadvantaged by linguistic and perhaps cultural issues. This study describes an exploratory attempt to make a CT test that can be administered to learners of English and which allows them to display selected elements of CT, specifically analyzing arguments and judging or evaluating. A comparison of L1 and L2 performance in the test showed the results to be comparable. Analysis of two different question topics showed differences in CT skills displayed. Issues with rating accuracy are linked to the format of the test. We argue that this test format is suitable for many students in Japan and elsewhere who have intermediate levels of English.

scholarly journals Effectiveness of Online Mode of Teaching of English Language Courses in Tertiary Level Educational Sectors in Bangladesh

2021 ◽  
Vol 9 (4) ◽  
Author(s):  
Sadia Afrin Shorna ◽  
Iffat Jahan Suchona
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
English Language ◽  
Tertiary Education ◽  
Educational Systems ◽  
Learning And Teaching ◽  
Online Mode ◽  
Study Results ◽  
Language Courses ◽  
The University

The aftermath of COVID-19 has affected the lives of Bangladeshi people and impacted dramatically on the educational systems. Due to the pandemic situation, the Bangladeshi tertiary education sector had to switch to an online learning and teaching model from the traditional ones. This paper aims to identify the obstacles encountered by the university teachers in online teaching during the pandemic in Bangladesh. An exploratory qualitative research methodology has been used in this paper. The study was conducted among the teachers working in several universities of Bangladesh. Open-ended questions and semi-structured in-depth interviews were conducted among 13 male and 17 female educators to collect data regarding the problems faced by them. The findings revealed four different categories of impediments that the teachers faced during the online mode of teaching and learning. The study results can be helpful to the regulatory authorities and employers of higher education institutions who are planning to adopt online teaching as a regular activity in the future.

scholarly journals Thinking Maps to Promote Critical Thinking through the Teaching of Literature in the ESL Context

2016 ◽  
Vol 1 (1) ◽  
pp. 23 ◽  
Author(s):  
Ainon Omar ◽  
Intan Safinas Mohd. Ariff Albakri
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
English Language ◽  
Ministry Of Education ◽  
Thinking Maps ◽  
Qualitative Research Study ◽  
Global Era ◽  
Response Strategies ◽  
Language Data ◽  
Field Notes

The Malaysian education system has emphasized on the importance of producing students as thinking individuals in order to survive in the global era today. The i-Think program which was introduced in schools consists of eight cognitive teaching tools known as thinking maps that teachers can use to mediate students’ thinking, learning, and promote metacognitive behaviours in their lessons. The purpose of this qualitative research study was to determine whether the teachers’ implementation of the Thinking maps promoted critical thinking during the teaching of Literature in the ESL classroom.  This case-study was conducted in a secondary school which was one of the pioneer schools selected by the Ministry of Education to implement the thinking maps in the teaching and learning of English language. Data were collected through observations, interviews and field notes. The findings revealed that the teachers were able to engage students to think critically through the use of the thinking maps during their literature lessons. The teachers also employed the Reader-Response strategies to complement the thinking maps in promoting critical thinking in the teaching of literature.

scholarly journals Interpretation of Teachers’ Understanding of the Concept of Personal Social Responsibility

2020 ◽  
Vol 11 (6) ◽  
pp. 904
Author(s):  
Victoria Tuzlukova ◽  
Anfal Alwahaibi ◽  
Pooja Sancheti ◽  
Zainab Al Balushi
Keyword(s):  
Social Responsibility ◽  
Mixed Methods Research ◽  
Teaching And Learning ◽  
English Language ◽  
Tertiary Education ◽  
English Language Teaching ◽  
Learning And Development ◽  
Teaching Community ◽  
Language Courses ◽  
Attitudinal Characteristics

This paper explores the concept of personal social responsibility from the teachers’ self-perceived perspective of its occurrence and understanding in the context of English language teaching and learning. It seeks to highlight the variety of constituents, qualities, and characteristics that shape it. Mixed methods research methodology is used for the analysis and interpretation of personal social responsibility taking into account teachers’ descriptions of its constituents’ level of importance, attitudinal characteristics to the chosen profession, qualities that characterize individual’s behavior towards other people, community and society, and how teaching personal social responsibility might have an impact on students’ learning and development. The participants of the study are English language educators representing the multicultural teaching community in the tertiary education institutions in the Sultanate of Oman. The findings of the study show that the concept of personal social responsibility is perceived as significantly important and meaningful; however, it yields considering approaches in the way it is provided, communicated, and taught in the English language courses. It is expected that the findings of this study may give proper guidance in forming future decisions about personal social responsibility teaching to empower students and enhance their academic and professional success.

scholarly journals Assessing critical thinking in L2: An exploratory study

2021 ◽  
Vol 25 (1) ◽  
pp. 8-21
Author(s):  
Sam Reid ◽  
Peter Chin
Keyword(s):  
Second Language ◽  
Critical Thinking ◽  
Exploratory Study ◽  
Tertiary Education ◽  
First Language ◽  
Test Format ◽  
Cultural Issues ◽  
Rating Accuracy ◽  
Ct Test ◽  
L1 And L2

Critical thinking (CT) is taking on an increasingly important role in Japanese tertiary education. Teachers tasked with developing CT in a second-language (L2) context may need a way of assessing students’ abilities. However, a number of difficulties face L2 students taking a test designed for first-language (L1) speakers. They may be disadvantaged by linguistic and perhaps cultural issues. This study describes an exploratory attempt to make a CT test that can be administered to learners of English and which allows them to display selected elements of CT, specifically analyzing arguments and judging or evaluating. A comparison of L1 and L2 performance in the test showed the results to be comparable. Analysis of two different question topics showed differences in CT skills displayed. Issues with rating accuracy are linked to the format of the test. We argue that this test format is suitable for many students in Japan and elsewhere who have intermediate levels of English.

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