Towards a framework of critical thinking for assessing EAP speaking
Bibliographic Data
| ID | 21726355 |
|---|---|
| Authors | Shengkai Yin (0000-0002-9550-7212, The University of Melbourne), Jason Fan (0000-0003-3600-548X, The University of Melbourne, corresponding author), Yan Jin (0000-0001-7749-7367, Shanghai Jiao Tong University), Paul Stapleton (0000-0003-0733-7944) |
| Year | 2024 |
| Volume | 71 |
| Pages | 101426 |
| Publication date | 2024-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of English for Academic Purposes (JOURNAL) |
| Journal identifiers | ISSN: 1475-1585 • E-ISSN: 1878-1497 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.jeap.2024.101426 |
| OpenAlex | W4400881067 |
| Language | EN |
| Citations received | 4 |
| References cited | 53 |
As one of the fundamental skills of the 21st century, critical thinking (CT) is a topic of considerable interest within the domain of assessing English for academic purposes (EAP). Recent literature on EAP instruction and assessment indicates that EAP has evolved beyond a strict focus on language improvement to encompass discourse competence and broader academic literacy development, with CT playing an important role in academic communication. A fundamental consideration in educational assessment is the construct that defines the knowledge, skills, or abilities to be assessed. However, CT has not received due attention in the research literature on EAP speaking assessment, thus raising a legitimate concern about its underrepresentation in the academic speaking construct. This study draws on Macqueen's (2022) distinction between theoretical, stated, perceived, and operationalized assessment constructs, with an aim to describe the EAP speaking assessment construct by including the concept of CT. By establishing alignment between what the literature indicates (theoretical), what assessment requires (stated), and how people understand assessment (perceived), a CT assessment framework is proposed to reflect how test takers experience it (operationalized). Our study contributes to a more nuanced conceptualization of CT in the context of EAP speaking, with implications for EAP speaking test development
Critical thinking · Engineering ethics · English for academic purposes · Linguistics · Mathematics education · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Engineering · Innovative Teaching and Learning Methods · Philosophy · Psychology
Developing critical thinkers
Higher Education: Handbook of Theory and Research
Conceptualizing critical thinking
An integrated critical thinking framework for the 21st century
Instructional Interventions Affecting Critical Thinking Skills and Dispositions
Strategies for Teaching Students to Think Critically
The Disposition Toward Critical Thinking
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The Handbook of Language Assessment Across Modalities
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The contribution of test-takers’ speech content to scores on an English oral proficiency test
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Responding to a Toefl iBT integrated speaking task
One size fits all? The limitations of standardised assessment in critical thinking
Teaching critical thinking for transfer across domains
English for Academic Purposes
Sympathy for the devil? A defence of EAP
How Does Creativity Affect Second Language Speech Production? The Moderating Role of Speaking Task Type
From Novice Storytellers to Persuasive Arguers
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Using thematic analysis in psychology
Critical thinking assessment
| Citations per year | 4 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |