Critical Thinking Instruction Incorporated in Cross-Cultural Communication Course Design: A Needs Analysis Report Based on Voices of Chinese International College Undergraduates

Autor/inn/en	Huang, Xichang; Chang, Yuan-Cheng
Titel	Critical Thinking Instruction Incorporated in Cross-Cultural Communication Course Design: A Needs Analysis Report Based on Voices of Chinese International College Undergraduates
Quelle	In: Journal of Education and Learning, 12 (2023) 1, S.40-51 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Foreign Students; Undergraduate Students; Intercultural Communication; Critical Thinking; Thinking Skills; Measures (Individuals); Foreign Countries; Student Attitudes; Needs Assessment; Academic Achievement; Cultural Awareness; Educational Cooperation; International Cooperation; Instructional Design; Course Descriptions; China; Thailand + Suchen Sie Ihr Suchwort? Interkulturelle Kommunikation; Kritisches Denken; Denkfähigkeit; Messdaten; Ausland; Schülerverhalten; Bedarfsermittlung; Schulleistung; Cultural identity; Kulturelle Identität; Education; cooperation; Kooperation; Internationale Kooperation; Internationale Zusammenarbeit; Lesson concept; Lessonplan; Unterrichtsentwurf; Kursstrukturplan
Abstract	Critical thinking represents one of the most absolutely vital talents for every individual, both in the workplace and in their personal lives. Critical thinking has become a primary concern for all educational institution students in recent decades, particularly Chinese undergraduates. The intention of this study was to investigate the needs analysis of Chinese international college undergraduates' perceptions of critical thinking skills incorporated into a cross-cultural communication course, as well as their expectations of critical thinking skills instructional coursework throughout the cross-cultural communication context. Throughout this mixed-methods investigation, 78 Chinese international college students volunteered to complete a critical thinking disposition inventory (CTDI) as the primary research instrument, in addition to a semi-structured interview. The research uncovered that Chinese international undergraduates exhibited unclear notions of critical thinking abilities. As a byproduct of China's education system, the majority of Chinese international college undergraduates were flooded with dismissive attitudes toward critical thinking abilities. In order to control their academic advancement in a more critical and analytical fashion, Chinese students expressed a pressing need for critical thinking skills to be included in their cross-cultural communication course. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01