Assessing the critical thinking skills of English language learners in a first year psychology course

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, subjectspecific 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).

Automated summary

This study examined the critical thinking skills of undergraduate students in a psychology course and explored the impact of language ability on their performance in different tests. The findings showed that international students were able to improve their performance in subject-specific tests after a year of course, but still had challenges in general critical thinking tests.