Kaye Wang Henan Univerisity

Yumin_wanda@163.com

E-tools for Critical Thinking

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Contents

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Research background1

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Research goal and tool

Overview of a typical learning process

Evaluation and results

Conclusions and further suggestions5

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Project team members

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Grace Zhang, Henan University1

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Olivia Chen, Henan University

Fiona Henderson, Victoria University

Linda Miao, Henan University

Kaye Wang, Henan University

Zhaotao Lu, Henan University

1. Research background

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Critical Thinking

Delphi: two dimensional model (Facione, 1990 ）

400350300250200

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Freq

uenc

y

Mean= 300.7Std.Dev.= 32.04N= 396

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Students’ overall CT features: Frequency distributionStudents’ overall CT features: Frequency distribution

1. Research background

Pre-trial survey by California Critical Thinking Disposition Inventory (Chinese Version)

Pre-trial survey by California Critical Thinking Disposition Inventory (Chinese Version)

215/396: 54%

215/396: 54%

1. Research background

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41.27

44.8344.19

40.21 40.33

45.1644.72

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T O A S C I M

mean

Students’ CT feature in each of the 7 aspectsStudents’ CT feature in each of the 7 aspects

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2. Research goal and tool

Western’Techist (http://western-tec.com/2013-worlds-social-networking-sites-sns-ranking-of-active-users)

Western’Techist (http://western-tec.com/2013-worlds-social-networking-sites-sns-ranking-of-active-users)

2. Research goal and tool

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Moodle:Modular Object-Oriented Dynamic Learning Environment

Retrieved June 10, 2013 from https://moodle.org/statsRetrieved June 10, 2013 from https://moodle.org/stats

2. Research goal and tool

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3. Overview of a typical learning process

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Unit 4 Parent-Children Relationship

Unit 5 What’s in a Name

Unit 6 College Success

Topics from the text book New Horizon College English, Book I

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Unit 1 Cultural Differences

Unit 2 Mixed Marriage

Unit 3 Test of True Love

Topic One: Culture Shock

1) Understanding of main ideas and practice of typical sentence patterns

2) A case study

3) Further supplementary reading

4) Reflection and evaluation

3. Overview of a typical learning process

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Critical Thinking Model from Hilsdon (2010)Critical Thinking Model from Hilsdon (2010)

3. Overview of a typical learning process

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A Case Study:

April’s Journey (Video) – Transition and Acculturation

http://tls.vu.edu.au/altc/studentresources.cfmhttp://tls.vu.edu.au/altc/studentresources.cfm

3. Overview of a typical learning process

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Further Reading:

3. Overview of a typical learning process

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3. Overview of a typical learning process

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Film review— The Guasha Treatment

3. Overview of a typical learning process

4. Evaluation and Results

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Questionaire

Test

Interview

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Informal feedback

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(1) Post-trial survey (total: 177)

Survey question 1. （ 19 A ， 121B, 36C, 1D)

20%

69%

11%C. disagree

B. agree

A. strongly agree

My critical thinking ability has been better improved through the learning activities.

4. Evaluation and Results

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(1) Post-trial survey (total: 177)I become more active in thinking, questioning and making my own

decisions through the learning activities.

5%

75%

19%

c. disagreeB. agreeA. strongly agree

Survey question 2. （ 34 A ， 133B, 9C, 1D)

4. Evaluation and Results

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(1) Post-trial survey (total: 177)I am better at analyzing the target material and make objective evaluation and

independent judgment through the learning activities.

10%

70%

20%C. disagreeB. agreeA. strongly agree

Survey question 4. （ 35 A ， 124B, 17C, 1D)

4. Evaluation and Results

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(1) Post-trial survey (total: 177)What do you think of your participation and performance all

through the learning process?

26%

39%

35% C. lack motivation and self-discipline

B.get motivated if I am pushed

keep consistent internal motivation

Survey question 5. （ 62 A ， 69B, 46C)

4. Evaluation and Results

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(1) Post-trial survey (total: 177)

If having chance, would you like to take such a course again?

10%

83%

7%

No

yes

Not sure

Survey question 6. （ 146 A ， 13B, 18C)

4. Evaluation and Results

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(2) Post-trial test (focus group: 34)

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Y 值

Y 值

4. Evaluation and Results

Chart One Final Score of CAAP Test for each ParticipantChart One Final Score of CAAP Test for each Participant

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2019

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(2) Post-trial test (focus group: 34)

4. Evaluation and Results

Chart Two CAAP Test Correct Answer FrequencyChart Two CAAP Test Correct Answer Frequency

(3) Interview and informal feedback:

• “Such activities improved my inertest in English reading. It offerd diverse forms of learning English, not just limited to boring textbooks. ”

• “I learned to think independently, shared ideas with my team, and saw the world and problems from various angles.”

“I like leisure reading, which is easier to understand. Academic reading racks my brain [费脑 ] and its content is complex.”

“I like the learning which is tangible. Just like the paper, we can see it, touch it and feel it [有纸感，有手感 ]; and thus we can really remember these knowledge.”

4. Evaluation and Results

Conclusion

Students’ perception of the reading course is changed.

The activities inspired students’ long lasting passion in subjects beyond textbook knowledge and strengthened their reading ability.

QQ had great advantage in providing rich learning resources and activities, sustaining students’ motivation and ensuring higher participation.

5. Conclusions and further suggestions5. Conclusions and further suggestions

Pu

Publications

Published article in China Tianzhong Xue KanSubmitted journal article to Asian English for Foreign LearnersSubmitted the abstract for a book chapter on Internationalising the curriculum in disciplines. 

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Further research

1) Optimization of E-tools for learning

2) Students’ motivation in critical thinking

3) Critical pedagogy in English reading course

5. Conclusions and further suggestions5. Conclusions and further suggestions

ACT (American College Testing). (2012). Critical Thinking Test. Retrieved June 2, 2012 from http://www.act.org/caap/test/thinking.html

Austhink. (2007). Critical Thinking on the Web, Definitions of “Critical Thinking”.

Retrieved June 20, 2012 from http://austhink.com/critical/pages/definitions.html

Facione, Peter A. (1990). Critical Thinking: A Statement of Expert Consensus For Purposes of Educational Assessment and Instruction. Millbrae: The

California Academic Press.

Hilsdon, J. (2010). Learning Development study guides. Plymouth. Retrieved January 20, 2012 from http://www.learningdevelopment.plymouth.ac.uk/

Hunter, David A. (2009). A Practical Guide to Critical Thinking: Deciding What to Do and Believe. Hoboken NJ: John Wiley & Sons, Inc.

Peng, M.C., Wang, G.C., Chen, J.L., Chen, M.H., Bai, H.H., Li, S.G., et al. (2004). Validity and reliability of the Chinese critical thinking disposition inventory. Chinese Journal of Nursing, 39(9), 644-647.

Stanford, Jeff. (2009). Moodle 1.9 for Second Language Teaching. Birmingham: Packet Publishing Ltd.

Some references:Some references:

E-tools for Critical ThinkingE-tools for Critical Thinking