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• W4207059059 abstract "Research on critical thinking (CT) has developed over the last several decades to encompass both general CT ability and subject-specific CT, but a paucity of research exists on how this relates to English Language Learners (ELLs). This study examined the CT skills of undergraduate students enrolled in a first-year psychology course at a Canadian university. It examined the extent to which language ability played a role in student performance on standardized CT tests, subject-specific CT tests, and students’ own perspectives on reading self-assessment. In total, 721 students participated in the study, divided into three groups: those with English as a first language (L1), those with English as an additional language but four years of English learning in a Canadian high school (L2c), and those who had English as an additional language who were taught internationally (L2i). Findings from this study showed that L2i students performed lower on Form A of Psychology Specific Critical Thinking Assessment (PS-CTA), but by the end of the yearlong course, they were able to make PS-CTA improvements, allowing them to demonstrate at the same level as their peers. However, L2i students still had significant problems with general CT as measured by the Watson-Glaser Practice Test (WG-PT)." @default.
• W4207059059 created "2022-01-26" @default.
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• W4207059059 date "2022-03-01" @default.
• W4207059059 modified "2023-10-12" @default.
• W4207059059 title "Assessing the critical thinking skills of English language learners in a first year psychology course" @default.
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• W4207059059 doi "https://doi.org/10.1016/j.tsc.2022.101004" @default.
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