Technology-enhanced social learning (TSL) to foster critical thinking dispositions and thinking in writing

Abstract

The objective of this study was to develop a Technology-Enhanced Social Learning (TSL) model that effectively cultivates critical thinking dispositions (CTD) and subject-specific critical thinking in writing (CTW) to serve as a reliable standard and point of reference for instructors in English as a Foreign Language (EFL) classrooms. The objective was to assess the efficacy of the TSL approach in enhancing Chinese EFL students’ dispositions and subject-specific critical thinking competencies while utilizing a TSL conceptual framework. A 14-week TSL intervention was administered in a quasi-experimental design comprising a treatment group (TG) and a comparison group (CG) that included a total of 60 students. The adoption of the California Critical Thinking Disposition Inventory (CCTDI) and an existing writing rubric allowed the measurement of dispositions and subject-specific critical thinking in writing. SPSS ANCOVA was used to compare the improvement of the two groups while controlling the effect of pre-existing differences. The findings indicate significant differences in overall critical thinking dispositions and subject-specific thinking in written compositions between the treatment group (TG) and control group (CG) after undergoing the TSL intervention. This demonstrates that the implementation of TSL can effectively augment the critical thinking disposition of Chinese EFL learners while also facilitating thinking in writing.

Keywords:

• Technology-enhanced social learning (TSL)
• critical thinking disposition (CTD)
• thinking in writing
• EFL writing
• constructivism
• asynchronous online discussion (AOD)

REVIEWING EDITOR:

• John Chiang, Communication and Media, State University of New York, USA

SUBJECTS:

• Bilingualism / ESL
• International & Comparative Education
• Education - Social Sciences
• Language Teaching & Learning

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Xue Yin

Xue Yin received the master’s degree from University of Liverpool in in TESOL. Now, she is a PhD candidate in Department of Language and Literacy, Faculty of Education, University of Malaya. Her main research area is second language acquisition, EFL writing, critical thinking, critical thinking pedagogy, CT-oriented instruction etc. E-mail: [email protected]

Mohd Rashid Bin Mohd Saad

Mohd Rashid Bin Mohd Saad (Senior Lecturer), PhD (2006–2008) Sociology in Math and Science, University of Malaya, Malaysia. MEdu (1997–1998) TESOL, University of Leeds, UK. Award and Stewardship:

• • Best TESL Lecturer for MEd Program 2020, Faculty of Education, 2020 (Ptj)

• • Overall Best Presenter, IPCORE USM-UPI, 2018 (International)

• • Best Paper Award, IPCORE USM-UPI, 2018 (International)

• • Most Innovative Research Award, IPCORE USM-UPI, 2018 (International)

E-mail: [email protected]

Huzaina Binti Abdul Halim

Huzaina Binti Abdul Halim (Senior Lecturer), PhD (Education), Imperial College London, UK. M.Sc (TESL), Universiti Putra Malaysia, Malaysia. Areas of expertise: teacher education (ESL curriculum), literature education, creative and critical thinking. E-mail: [email protected]