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RISS 인기검색어
- 검색키워드
- 저자 : Yuya Akatsuka (검색결과 2 건)
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Yuya Akatsuka 범태평양 응용언어학회 2019 범태평양응용언어학회지 Vol.23 No.2
This study examines Japanese students’ awareness regarding critical thinking (CT) attitudes and their attention to building their speaking skills in an EFL context to determine effective CT approaches. The study began with a literature review of CiNii articles and studies from the Web of Science database regarding CT theories and educational approaches. It examined critical thinking approaches in EFL contexts as well as foreign-language approaches of International Baccalaureate® (IB) programmes. The review indicated that critical thinking can be fostered when students are asked questions that require higher-order thinking skills (HOTS) in EFL courses. Then, EFL lessons were organised based on the theories and approaches examined in the review. Participants included 22 Japanese senior high school students. Various higher cognitive level questions were posed to the participants. Additionally, students were required to prepare and present academic presentations and answer discussion questions after the presentation. To ascertain students’ awareness of attitudes toward CT, the Critical Thinking Attitudes Scale was used, and students’ reflective essays were analysed using the co-occurrence network of words in the KH Coder. To measure students’ speaking skills, their performance on speaking tasks was analysed by two International Baccalaureate’s examiners. The results indicate that the improvement of CT attitudes and speaking skills is significant regardless of English proficiency level. These findings suggest that if EFL teachers ask HOTS questions, students would become aware of critical thinking attitudes and acquire English speaking skills by answering the questions in a Japanese EFL context.
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Promoting Critical Thinking Skills in an Online EFL Environment
( Yuya Akatsuka ) 범태평양 응용언어학회 2020 범태평양응용언어학회지 Vol.24 No.2
This study examined the effects of an approach that promotes EFL learners’ critical thinking in an online EFL setting. Although recent studies have examined approaches to foster EFL learners’ critical thinking, studies conducted in online settings are under-development. The participants were 31 Japanese undergraduate students enrolled in an online EFL course; their degree of critical thinking and resistance towards critical thinking were examined. First, the students’ sense of classroom community was measured using the Rovai’s Classroom Community Scale. Second, the frequency of using critical thinking in their English writing was observed adopting with Stapleton’s rubric, and the resistance towards learning critical thinking was measured through a questionnaire. The results indicated that students could feel a sense of classroom community in online lessons as well as face-to-face settings, and improvements in critical thinking were found in students’ writing regardless of the differences in their English proficiency level. A resistance towards tackling questions that required higher-order thinking was observed among low English proficiency level students compared to a face-to-face classroom setting. This study suggests that an online EFL course aiming to promote critical thinking reduce students’ resistance offering both informal and formal interactive opportunities to answer questions involving higher-order thinking skills.
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