Assessing Critical Thinking in the Writing of Japanese University Students

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Critical thinking, questioning and student engagement in Korean university English courses (2015, background): “…a t S s 3 b g a F p r t c c r m s ( 2 e i p l Despite some limitations, these survey results and FGD responses align with the research discussed above that insists T can be successful in an East Asian context (Davidson & Dunham, 1997; Riasati & Mollaei, 2012; Shin & Crookes, 2005; tapleton, 2001).”
Critical Argument and Writer Identity: Social Constructivism as a Theoretical Framework for EFL Academic Writing (2014, background): “To further support this, in a study at a Japanese university, Stapleton (2001) established that the ability for Japanese EFL students to engage critical thinking in their writing may be hindered or misunderstood by Western assessors due a lack of the students’ familiarity with assigned writing…”
Critical thinking and Chinese university students: a review of the evidence (2011, background): “Further, if indirect, support comes from Stapleton (2001), who analysed Japanese (rather than Chinese) university students’ written assignments.”