Technology-enhanced social learning (TSL) to foster critical thinking dispositions and thinking in writing
AbstractThe 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 Engl...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2024-12-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2024.2341584 |
| _version_ | 1797208853690974208 |
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| author | Xue Yin Mohd Rashid Bin Mohd Saad Huzaina Binti Abdul Halim |
| author_facet | Xue Yin Mohd Rashid Bin Mohd Saad Huzaina Binti Abdul Halim |
| author_sort | Xue Yin |
| collection | DOAJ |
| description | AbstractThe 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. |
| first_indexed | 2024-04-24T09:45:24Z |
| format | Article |
| id | doaj.art-5f18409f40d14790acb1a51dbe033a24 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-04-24T09:45:24Z |
| publishDate | 2024-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-5f18409f40d14790acb1a51dbe033a242024-04-15T03:44:34ZengTaylor & Francis GroupCogent Education2331-186X2024-12-0111110.1080/2331186X.2024.2341584Technology-enhanced social learning (TSL) to foster critical thinking dispositions and thinking in writingXue Yin0Mohd Rashid Bin Mohd Saad1Huzaina Binti Abdul Halim2Department of Language and Literacy, Faculty of Education, University of Malaya, Kuala Lumpur, MalaysiaDepartment of Language and Literacy, Faculty of Education, University of Malaya, Kuala Lumpur, MalaysiaDepartment of Language and Literacy, Faculty of Education, University of Malaya, Kuala Lumpur, MalaysiaAbstractThe 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.https://www.tandfonline.com/doi/10.1080/2331186X.2024.2341584Technology-enhanced social learning (TSL)critical thinking disposition (CTD)thinking in writingEFL writingconstructivismasynchronous online discussion (AOD) |
| spellingShingle | Xue Yin Mohd Rashid Bin Mohd Saad Huzaina Binti Abdul Halim Technology-enhanced social learning (TSL) to foster critical thinking dispositions and thinking in writing Cogent Education Technology-enhanced social learning (TSL) critical thinking disposition (CTD) thinking in writing EFL writing constructivism asynchronous online discussion (AOD) |
| title | Technology-enhanced social learning (TSL) to foster critical thinking dispositions and thinking in writing |
| title_full | Technology-enhanced social learning (TSL) to foster critical thinking dispositions and thinking in writing |
| title_fullStr | Technology-enhanced social learning (TSL) to foster critical thinking dispositions and thinking in writing |
| title_full_unstemmed | Technology-enhanced social learning (TSL) to foster critical thinking dispositions and thinking in writing |
| title_short | Technology-enhanced social learning (TSL) to foster critical thinking dispositions and thinking in writing |
| title_sort | technology enhanced social learning tsl to foster critical thinking dispositions and thinking in writing |
| topic | Technology-enhanced social learning (TSL) critical thinking disposition (CTD) thinking in writing EFL writing constructivism asynchronous online discussion (AOD) |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2024.2341584 |
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