Assessing the critical thinking skills of English language learners in a first year psychology course. (March 2022)

• Record Type: Journal Article
• Authors: Moeiniasl, Hamidreza; Taylor, Laura; deBraga, Michael; Manchanda, Tanya; Huggon, William; Graham, Jeffrey
• Is Part Of: Thinking skills and creativity. Volume 43(2022)
• Publication Date: 2022-03
• Subjects: Critical thinking -- English language learners -- Psychology-specific critical thinking assessment -- Language Proficiency; Thought and thinking -- Periodicals; Critical thinking -- Study and teaching -- Periodicals; Creative thinking -- Study and teaching -- Periodicals; Thinking -- Periodicals; Creativeness -- Periodicals; Teaching -- Periodicals; Pensée -- Étude et enseignement -- Périodiques; Créativité (Éducation) -- Étude et enseignement -- Périodiques; 370.15205
• DOI: 10.1016/j.tsc.2022.101004
• Languages: English
• ISSNs: 1871-1871

Abstract

Highlights: Development of a new Psychology Specific Critical Thinking (CT) Assessment. A huge sample of L1, English as an additional language, & international student. International students kept the pace with their peers by the end of the year. Highlighting the need for integrating CT instruction in subject-specific programming. Underscoring the language barriers facing international English learners. Abstract: Research on critical thinking (CT) has developed over the last several decades to encompass both general CT ability and subject-specific CT, but a paucity of research exists on how this relates to English Language Learners (ELLs). This study examined the CT skills of undergraduate students enrolled in a first-year psychology course at a Canadian university. It examined the extent to which language ability played a role in student performance on standardized CT tests, subject-specific CT tests, and students' own perspectives on reading self-assessment. In total, 721 students participated in the study, divided into three groups: those with English as a first language (L1), those with English as an additional language but four years of English learning in a Canadian high school (L2c), and those who had English as an additional language who were taught internationally (L2i). Findings from this study showed that L2i students performed lower on Form A of Psychology Specific Critical Thinking Assessment (PS-CTA), but by the end of the yearlong course, they were able to make PS-CTA improvements, allowing them to demonstrate at the same level as their peers. However, L2i students still had significant problems with general CT as measured by the Watson-Glaser Practice Test (WG-PT).