The Impact of Critical Thinking-Focused Learning Logs: Enhancing Japanese Students’ CT Performance in Written Communication
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초록
クリティカルシンキング（CT）の複雑さは、特に非西洋のEFL（外国語としての英語）教育 において課題を呈する。高等教育でCTの重要性が広く認識されているにもかかわらず、特 にライティングにおけるCT能力を向上させる確立された方法論はほとんどない。本研究は 、このギャップに対応するために、日本の大学EFL教室におけるCTを重視したラーニングロ グの活用を検討するものである。ラーニングログは、学習の経験や考察を記録するツールで あり、本研究では意見パラグラフのライティング、テキスト要約、視点の共有といったCT を取り入れたタスクを通じて強化されている。中級レベルの学生34名を対象としたオーラル ・コミュニケーションの授業においてこれらのタスクを実施した結果、事前・事後テストを 通じて、論理的かつ首尾一貫した議論を構築・表現する能力が向上したことが確認された。 本研究の結果、ラーニングログを用いたCTタスクが学生の論理的思考能力およびライティ ングの流暢さを有意に向上させることが明らかとなった。また、効果的なトピックセンテン スや結論の提示に関する課題も浮き彫りとなったが、CT重視のラーニングログが学生のク リティカルシンキング表現力および質の高いライティング・アウトプットの向上に寄与する 可能性が示唆された。本研究の成果は、EFL教育者が学生のライティングにおけるCT能力を 育成するための重要な指針となる。
Abstract
The complex nature of critical thinking (CT) presents significant challenges in teaching, particularly in non-Western English as a Foreign Language (EFL) contexts. Despite its acknowledged importance in higher education, there is a notable lack of established methodologies for enhancing CT performance, especially in written communication. This study addresses this gap by exploring the use of CT-focused learning logs in Japanese EFL university-level classrooms. Learning logs, tools for students to record their learning experiences or reflections, are augmented by CT-infused tasks such as opinion paragraph writing, text summarization, and perspective sharing. These tasks are implemented in oral communication courses with 34 lower-intermediate to intermediate-level students. Pre- and post opinion paragraph writing tests assessed improvements in students’ abilities to construct and articulate well-reasoned and coherently structured arguments. The findings indicate that CT-infused tasks using learning logs significantly improve students’ reasoning abilities and fluency in written communication. While the study revealed students’ weaknesses in presenting effective topic sentences and conclusions, it highlights the novel potential of CT-focused learning logs to enhance students’ abilities to express critical thoughts and produce higher-quality writing. These findings offer valuable insights for EFL educators aiming to foster critical written competencies among their students.
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