Evaluating and Cultivating First-Year College Student’s Critical Thinking Skills for the Sino-China English for Academic Purpose Program
Musa Nicholas John Manning
Sino English for Academic Purpose program, Problem Based Learning and Communicative Language Teaching approach
Background: A Quasi-experiment was piloted at a University in the People’s Republic of China which was formed by Mr. Xi Jinping who became the President of China in 2012. Chinese students are increasingly looking to study in Anglophone universities. However, it appears that Anglophone universities assume an approach to learning that involves critical thinking. Yet studies that have adopted measures of critical thinking have shown that critical thinking is not prevalent to the same extent by Chinese students. Regardless of the study on the subject, there is limited research of the impact of critical thinking programs such as the Sino English for Academic Purposes (EAP) program in China. Aim: The purpose of this research was to identify whether the implantation of specific critical thinking (CT) conglomerate involving Problem Based Learning (PBL) activities and the Communicative Language Teaching (CLT) approach would improve Chinese students CT level whilst completing their first year Sino EAP program. Design: A nonrandomized two groups, pretest-posttest design was conducted to examine first year college student’s critical thinking level. The Critical thinking disposition was measured by implementing the California Critical Thinking Skills Test (CCST) in Traditional Chinese version. Participants: There were 60 students 47 females and 13 males’ between 19-21 years of age randomly selected and placed in two groups who took part in this study. Results: The intervention improve students’ overall CCST mean score compared to the controlled group. The results indicated that the intervention group significantly scored higher on three of the five CCTST subscales. Whereas, a negative variance CCST mean score of the controlled group was verified during the posttest analysis. Conclusion: The intervention group that were taught using the PBL and CLT approach increase student scores compared to a control group. As a result, the intervention would seem to provide one way to expand Chinese student’s critical thinking scores in preparation for study at Anglophone universities.
"Evaluating and Cultivating First-Year College Student’s Critical Thinking Skills for the Sino-China English for Academic Purpose Program", IJSDR - International Journal of Scientific Development and Research (www.IJSDR.org), ISSN:2455-2631, Vol.7, Issue 10, page no.794 - 805, October-2022, Available :https://ijsdr.org/papers/IJSDR2210136.pdf
Volume 7
Issue 10,
October-2022
Pages : 794 - 805
Paper Reg. ID: IJSDR_202263
Published Paper Id: IJSDR2210136
Downloads: 000347027
Research Area: Other
Country: Fujariah , Fujariah , United Arab Emirates
ISSN: 2455-2631 | IMPACT FACTOR: 9.15 Calculated By Google Scholar | ESTD YEAR: 2016
An International Scholarly Open Access Journal, Peer-Reviewed, Refereed Journal Impact Factor 9.15 Calculate by Google Scholar and Semantic Scholar | AI-Powered Research Tool, Multidisciplinary, Monthly, Multilanguage Journal Indexing in All Major Database & Metadata, Citation Generator
Publisher: IJSDR(IJ Publication) Janvi Wave
