Critical thinking, questioning and student engagement in Korean university English courses
By Scott A. DeWaelsche. 2015
159 citations recorded by the source corpus.
Abstract The paper explores the viability of higher-level questioning in student-centered activities to elevate critical thinking and increase student engagement among Korean university English majors. The author examines research that identifies limitations for Korean students associated with their reluctance to speak or share opinions in class due to sociocultural influences in the classroom. Participants in the study posed and responded to higher-level questions in structured, small-group conversation activities. Findings revealed that cultural and institutional factors, as well as limitations in English language proficiency, can impact participation in student-centered, critical thinking activities. The author argued, however, that the evidence demonstrates that Korean students will overcome sociocultural obstacles and successfully engage in group conversations with peers in critical dialog when they possess adequate English language skills and when they are challenged to do so in lessons.
Subfields: Education, Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/ce6b24da4617bd8a00c8ca187c20f21f1906a963
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In Education
Citations in the corpus
- The Impact of Social Media on Learning Behavior for Sustainable Education: Evidence of Students from Selected Universities in Pakistan (2019, background): “1 Lack of critical thinking [111,112] 2 Waste of time [17] 3 Disrupted writing skills [113] 4 Leads to breakups on study connectivity [114,115] 5 Increases cyber-bullying [16] 6 Creates laziness in Students’ [116,117] 7 Creates depression, anxiety [60,63,118] 8 Problematic communications [63,119] 9 ”