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Understanding students’ critical thinking ability: A comparative case of Chinese and British undergraduates

Lianqing, Hu; Adelopo, Ismail; Last, Kathryn

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Authors

Hu Lianqing



Abstract

The purpose of this study was to investigate to what extent the language factor contributes to students’ critical thinking abilities. The critical thinking (CT) skills and abilities of final year undergraduate students studying on the same program were tested using a modified Watson-Glaser Critical Thinking Appraisal questionnaire. The students were divided into two groups: a Chinese-educated group and native-speaking and British-educated one. The results indicated that the overall CT skills of the English-speaking students are higher than those of Chinese students and especially in certain aspects of the appraisal. It was also found that Chinese students performed better when completing the appraisal in their native language.

Citation

Lianqing, H., Adelopo, I., & Last, K. (2020). Understanding students’ critical thinking ability: A comparative case of Chinese and British undergraduates. New Educational Review, 61, 133-143. https://doi.org/10.15804/tner.2020.61.3.11

Journal Article Type Article
Acceptance Date Oct 22, 2020
Publication Date Nov 10, 2020
Deposit Date Apr 11, 2021
Publicly Available Date Apr 14, 2021
Journal The New Educational Review
Peer Reviewed Peer Reviewed
Volume 61
Pages 133-143
DOI https://doi.org/10.15804/tner.2020.61.3.11
Public URL https://uwe-repository.worktribe.com/output/7180594
Publisher URL https://tner.polsl.pl/e61/a11.pdf

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