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- Title
Students' Critical Thinking Skills in an Interactive EMI Learning Context: Combining Experiential Learning and Reflective Practices.
- Authors
Hsiao-I Hou; Wei-Chih Lien
- Abstract
This research project combined Rogers and Freiberg's (1994) experiential learning theory with Schön's (in Visser, 2010) reflective practice to construct an interactive curriculum design and apply it to a cross-cultural communication course, in which English was used as a medium of instruction (EMI), at a vocational university in Taiwan. Qualitative and quantitative research methods were combined to collect student data (including online and written responses) at different stages to explore whether the instructional design model improved students' critical thinking skills. Furthermore, the students' English proficiency and knowledge construction were assessed. The results of the students' written and online reflective feedback indicated that despite some students demonstrating improved critical thinking skills, the improvement was nonsignificant. This was related to the method with which the instructor led the reflective activities and the types of topics that dominated the discussion. Furthermore, a comparison of the pretest and posttest data revealed that this experiential learning-based teaching model effectively enhanced students' English proficiency and content knowledge acquisition.
- Subjects
TAIWAN; EXPERIENTIAL learning; REFLECTIVE learning; INTERACTIVE learning; CRITICAL thinking; KOLB'S Experiential Learning theory
- Publication
IUP Journal of English Studies, 2022, Vol 17, Issue 2, p60
- ISSN
0973-3728
- Publication type
Article