期刊
LINGUISTICS AND EDUCATION
卷 32, 期 -, 页码 131-147出版社
ELSEVIER SCIENCE BV
DOI: 10.1016/j.linged.2015.10.003
关键词
Critical thinking; Questioning; Student engagement; ESL; Korean education; Bloom's Taxonomy
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. (C) 2015 The Author. Published by Elsevier Inc. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据