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

• Published in: Thinking skills and creativity Vol. 43; p. 101004
• Main Authors: Moeiniasl, Hamidreza, Taylor, Laura, deBraga, Michael, Manchanda, Tanya, Huggon, William, Graham, Jeffrey
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.03.2022
• Subjects: Critical thinking; English language learners; Language Proficiency; Psychology-specific critical thinking assessment; Psychology-specific critical thinking assessment; Language Proficiency; English language learners; Critical thinking
• ISSN: 1871-1871; 1878-0423
• DOI: 10.1016/j.tsc.2022.101004

•Development of a new Psychology Specific Critical Thinking (CT) Assessment.•A huge sample of L1, English as an additional language, & international student.•International students kept the pace with their peers by the end of the year.•Highlighting the need for integrating CT instruction in subject-specific programming.•Underscoring the language barriers facing international English learners. 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).