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Lookup NU author(s): Dr Mei Lin,
Dr Ahmed KharrufaORCiD
This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
This paper explores the use of Computer Supported Collaborative Learning Environments (CSCLE) as multimodal spaces for promoting critical thinking for English as Second Language Learning (L2) education from multiple perspectives (Technology, Thinking Skills and Interaction). The exploration focuses on the use of a multitouch tabletop, and an accompanying application called Digital Mysteries, as affordances in CSCLE's for making reasoning skill-based thinking visible for L2 learning in Higher Education.Despite the worldwide promotion of teaching thinking in L2 education, it is not always easy for teachers to identify the types of thinking skills being targeted in L2 pedagogical tasks. To the authors' knowledge, little empirical interactional evidence is available to demonstrate critical thinking in L2 learner talk during group work. This paper examines interactions among three groups of Chinese English Language learners at a higher education institution in a CSCLE. Video data were collected of students' thinking-in-action whilst engaging in multimodal interactions in the environment. Results show that new technologies can provide innovative and empirically driven ways in which L2 learners' thinking is externalised and how critical reasoning can be tracked, promoted, evaluated and self regulated. The findings suggest that collaborations in a CSCLE can support the completion of tasks embedding high levels of cognitive complexity by L2 learners with effective use of limited cognitive resources. This leads to a number of recommendations about integrating the teaching of critical thinking skills into the L2 classroom using CSCLE technologies. (C) 2016 The Authors. Published by Elsevier Ltd.
Author(s): Lin M, Preston A, Kharrufa A, Kong ZR
Publication type: Article
Publication status: Published
Journal: Thinking Skills and Creativity
Print publication date: 01/12/2016
Online publication date: 02/07/2016
Acceptance date: 21/06/2016
Date deposited: 20/03/2017
ISSN (print): 1871-1871
ISSN (electronic): 1878-0423
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