Investigating EFL Learners' Perceptions of Critical Thinking Learning Affordances
Voices From Chinese University English Majors
Bibliographic Data
| ID | 4181700 |
|---|---|
| Authors | Xiaoshuang Du (0000-0002-1420-7665, Central China Normal University, corresponding author), Lian Zhang (0000-0002-2761-880X, Beijing Foreign Studies University) |
| Year | 2022 |
| Volume | 12 |
| Issue | 2 |
| Publication date | 2022-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/21582440221094584 |
| OpenAlex | W4281680245 |
| Language | EN |
| Citations received | 9 |
| References cited | 34 |
Affordances are action possibilities provided by the environment. This study investigated university EFL learners' perceptions of the critical thinking learning affordances in their course learning environment. The participants were a cohort of 156 fourth-year English majors from a Chinese university where the English department was under a curriculum reform to promote students' language learning and critical thinking development. The instrument of this study was the Learning Environment Affordance Survey_Critical Thinking (LEAS_CT) with a set of multiple-choice questions. The data analysis methods used in the study included descriptive statistical analysis, factor analysis, and MANOVA tests. The results showed that the English majors had strongly positive perceptions of the critical thinking learning affordances, which included four types: Rich Resources, Interactive Negotiation, Quality Task, and Community Culture. The results also revealed that high-achieving students had significantly better perceptions of the critical thinking learning affordances than lower-achieving students. Responses to the multiple-choice questions indicated that the English majors considered content-rich materials, teacher-facilitation, and small-group/peer learning benefited them most in terms of critical thinking development. Factors that influenced their perceptions of learning affordances and implications concerning integrating critical thinking into the tertiary EFL curriculum were discussed
Affordance · Critical thinking · Curriculum · Learning environment · Mathematics education · Multivariate analysis of variance · Pedagogy · Perception · Computer Science · Education and Critical Thinking Development · Educational Practices and Challenges · Innovative Teaching Methods · Psychology
Second Language Students’ Critical Thinking Performance in Argumentative Writing
Exploring EFL learners' cognitive/emotional dissonance in content-based foreign language instruction
From affordances to learning space construction
Exploring the Interplay of Motivation, Engagement and Critical Thinking Among EFL Learners
From theory to practice
Out-of-class support for the flipped language classroom
The interplay between critical and mathematical thinking
Barriers to Promoting Critical Thinking Skills
Playing with AI to Investigate Human-Computer Interaction Technology and Improving Critical Thinking Skills to Pursue 21st Century Age
Alternative Approaches to Second Language Acquisition
Defining Twenty-First Century Skills
Affordances can invite behavior
Foreign Languages and Higher Education
Critical thinking as a citizenship competence
Enablements and constraints
Transforming schools into communities of thinking and learning about serious matters
Affordance theory and multiple language learning and teaching
Written corrective feedback from an ecological perspective
The Cross-Lingual Dimensions of Language Proficiency
Affordances Explained
A Developmental Model of Critical Thinking
A Critical Approach to Critical Thinking in Tesol
Affordances and the diversity of multilingualism
| Unique citing works | 9 |
|---|---|
| Citations per year | 2,25 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 7 |