Critical thinking in Japanese L2 writing: rethinking tired constructs

By Paul Stapleton. 2002

113 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/35ef90088079716ca68b39b316d4b7d2d5f460c2

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Zhengdong Gan
2. R. Al-Mahrooqi
3. S. Mehta
4. Meei-Ling Liaw

In Education

1. Zhengdong Gan
2. R. Al-Mahrooqi
3. S. Mehta
4. Meei-Ling Liaw
5. H. Alwehaibi

In Experimental and Cognitive Psychology

1. Zhengdong Gan
2. R. Al-Mahrooqi
3. S. Mehta
4. Meei-Ling Liaw

Citations in the corpus

• Content-Based Reading and Writing for Critical Thinking Skills in an EFL Context (2007, background): “learners of English as lacking an individual voice and critical thinking skills ( Stapleton, 2002 ).”
• Can Thinking be Taught? Linking Critical Thinking and Writing in an EFL Context (2015, background): “While this argument has been largely disputed (Stapleton, 2002), the manner in which critical thinking could be actually taught remains debated, particularly within EFL circles where it is largely found that students, while struggling with the mechanics of language formation, tend to ignore crucial…”
• ‘Asian learners’ re-examined: an empirical study of language learning attitudes, strategies and motivation among mainland Chinese and Hong Kong students (2009, background): “Students from Eastern/Confucian heritage culture, such as China, Korea, Japan, Hong Kong and Singapore in Asia are often characterised as passive, compliant, and rote learners, and contrasted with the individual characteristics of their Western counterparts in current TESOL/TEFL narrative (Atkinson ”