Do Japanese Students Lack Critical Thinking? Addressing the Misconception

Autor/in	Egitim, Soyhan
Titel	Do Japanese Students Lack Critical Thinking? Addressing the Misconception
Quelle	In: Power and Education, 14 (2022) 3, S.304-309 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Egitim, Soyhan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/17577438221107203
Schlagwörter	Critical Thinking; Thinking Skills; Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; Content and Language Integrated Learning; Cultural Awareness; Language Teachers; Teaching Methods; Misconceptions; Personal Autonomy; Elementary Secondary Education; Communicative Competence (Languages); Japan + Suchen Sie Ihr Suchwort? Kritisches Denken; Denkfähigkeit; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; CLIL; Lernkonzept; Cultural identity; Kulturelle Identität; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Missverständnis; Individuelle Autonomie; Communicative competence; Languages; Kommunikative Kompetenz; Sprache
Abstract	In recent years, content integrated language education has taken center stage in Japanese university English-as-a-foreign-language (EFL) settings. The emphasis on content has created an opportunity for students to demonstrate analytical thinking, assessment, inference, and problem-solving skills through oral communication activities in English (L2). However, the opportunity may be perceived as a challenge by students, who were exposed to teacher-centered pedagogy during their pre-tertiary language education and raised with cultural values that conflict with the expectations. Therefore, some students may remain disengaged or give short answers when they are asked to demonstrate critical thinking. Students' lack of response is often misconstrued as the absence of critical thinking, leading to a misconception among language educators. The present article attempts to offer insights into the challenges facing Japanese EFL students when they attempt to demonstrate critical thinking and emphasizes the role of language teachers' intercultural competence in understanding the challenges students experience and proposes learner autonomy as a critical step towards overcoming this challenge. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01