การศึกษาทักษะการคิดวิเคราะห์ของผู้เรียนชาวไทยในระดับอุดมศึกษา ที่เรียนภาษาอังกฤษเป็นภาษาต่างประเทศ
An Investigation of Critical Thinking Skills in Thai EFL University Learners
คำสำคัญ:
Critical thinking, Thai EFL university learner, collaborative learningบทคัดย่อ
Abstract
Critical Thinking (CT) is an important skill required by higher education and employment. With CT skills, critical thinkers can comprehend, apply, analyze, synthesize, evaluate, and interpret the meaning of information. CT can be cultivated through teaching and learning, and other related factors, which can be assessed by both standard and in-house assessments. Therefore, the current study created a critical thinking self-assessment questionnaire to assess Thai EFL university learners’ critical thinking skills. The research instruments were the questionnaire and in-depth interviews. The research instruments were checked their validity and reliability by experts and a different group of participants before the main study. The quantitative findings indicated that the seven CT skills of Thai EFL university participants were intermediate to high, and the overall CT skill was 74%. Specifically, the highest-scoring critical thinking skills were truth-seeking, open-minded, and inquisitive skills, respectively. By contrast, systematic and confident skills received the lowest scores. The qualitative results indicated that the participants’ critical thinking skills relied on their background, classroom context, and learning behaviors. Indeed, the Thai culture, the teaching and learning context, and child-rearing background are likely to influence critical thinking skills. Collaborative learning is suggested as a mechanism to promote critical thinking in Thai EFL university learners.
Keywords: critical thinking, Thai EFL university learners, collaborative learning
เอกสารอ้างอิง
Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.
Arphattananon, T. (2018). Multicultural education in Thailand. Intercultural Education, 29(2), 149-162.
Awang, J., Khareng, M., Rahman, Z. A., Machae, R., & Ismail, K. (2016). Social Interaction: A Study on the Openness Attitude of Both Religion Believers towards the Other Believers in Southern Thailand. Asian Social Science, 12(7), 66-74.
Bank of Ayudhya Public Company Limited. (2018). Plan for retirement. How much saving is enough? Retrieved from https://www.krungsri.com/bank/th/planyourmoney/must-stories/life-plan/retirement-failure-solution.html
Barjesteh, H., & Vaseghi, R. (2012). Critical thinking: A reading strategy in developing English reading comprehension performance. Journal of Foreign Language Teaching and Translation Studies, 1(2), 21-34.
Bedir, H. (2013). Reading and critical thinking skills in ELT classes of Turkish students. World Applied Sciences Journal, 21(10), 1436-1439.
Chaiphat, C. (2019). Improving Financial Literacy of Undergraduate Students with Supplementary Financial Lessons: A Case of Practical Economics for Daily Life. TEM Journal, 8(2), 492-497.
Changwong, K., Sukkamart, A., & Sisan, B. (2018). Critical thinking skill development: Analysis of a new learning management model for Thai high schools. Journal of International Studies Vol, 11(2), 11-2.
Council of Europe. (2020). Our member states. Retrieved from https://www.coe.int/en/web/about-us/our-member-states
Dangchamroon, A. (2016). Development of Knowledge Management Model for Acquiring an Inquisitive Mind of University Students. In INTED2016 Proceedings (pp. 261-267). IATED.
Dwyer, C. P., & Walsh, A. (2020). An exploratory quantitative case study of critical thinking development through adult distance learning. Educational Technology Research and Development, 68(1), 17-35.
Facione, P. A. (2016). Critical Thinking: What It Is and Why It Counts Peter A. Facione The. Molecular Imaging and Biology. https://doi.org/10.1007/s11307-016-1031-0
Kasemsap, B., & Lee, H. Y. H. (2015). L2 reading in Thailand: Vocational college students’ application of reading strategies to their reading of English texts. The Reading Matrix: An International Online Journal, 15(2), 101-117.
Kusumoto, Y. (2018). Enhancing critical thinking through active learning. Language Learning in Higher Education, 8(1), 45-63.
McCann, R. M., & Giles, H. (2007). Age-differentiated communication in organizations: Perspectives from Thailand and the United States. Communication Research Reports, 24(1), 1-12.
Hove, G. (2011). Developing critical thinking skills in the high school English classroom (Doctoral dissertation, University of Wisconsin--Stout).
Indah, R. N., & Kusuma, A., W. (2016). Factors affecting the development of critical thinking of Indonesian learners of English language. Journal Of Humanities And Social Science, 21(6), 86–94.
Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory into practice, 41(4), 212-218.
Khon Kaen University International College. (2015). Student Handbook Academic Year 2015. Retrieved from https://www.ic.kku.ac.th/documents/pdf/KKUIC_Student_Handbook_2015.pdf
Khon Kaen University. (2011). Academic Service System Manual. Retrieved from https://reg.kku.ac.th/registrar/instructor_SentGrade_KKU.pdf.
Mahapoonyanont, N. (2012). The causal model of some factors affecting critical Thinking abilities. Procedia-Social and Behavioral Sciences, 46, 146-150.
Mortellaro, C. (2015). Exploring factors influencing critical thinking skills in undergraduate nursing students: A mixed methods study (Seton Hall University). Retrieved from https://scholarship.shu.edu/cgi/viewcontent.cgi?referer=https://scholar.google.com/&httpsredir=1&article=3157&context=dissertations
Nikoopour, J., Amini, F. M., & Nasiri, M. (2011). On the relationship between critical thinking and language learning strategies among Iranian EFL learners. Journal of Technology and Education, 5(3), 195-200.
Nosratinia, M., & Zaker, A. (2015). Boosting autonomous foreign language learning: Scrutinizing the role of creativity, critical thinking, and vocabulary learning strategies. International Journal of Applied Linguistics and English Literature, 4(4), 86-97.
Petress, K. (2004). Critical thinking: An extended definition. Education, 124(3).
Pimpa, N. (2005). A family affair: The effect of family on Thai students’ choices of international education. Higher Education, 49(4), 431-448.
Pimpa, N. (2012). Amazing Thailand: Organizational culture in the Thai public sector. International Business Research, 5(11), 35.
Phakiti, A. (2018). Assessing Higher‐Order Thinking Skills in Language Learning. The TESOL Encyclopedia of English Language Teaching, 1-7.
Phoewhawm, R. (2017). Educational management and the extent of Thai undergraduates' learning and performance behaviour: an international view. International Journal of Management in Education, 11(1), 59-76.
Ploysangwal, W. (2018). An Assessment of Critical Thinking Skills of Thai Undergraduate Students in Private Thai Universities in Bangkok through an Analytical and Critical Reading Test. University of the Thai Chamber of Commerce Journal Humanities and Social Sciences, 38(3), 75–91.
Public Counsel. (2013). So you want to become emancipated? Retrieved from http://www.publiccounsel.org/tools/publications/files/So-you-Want-to-Become-Emancipated.pdf
Franco, A. R., Costa, P. S., & da Silva Almeida, L. (2018). Translation, adaptation, and validation of the Halpern Critical Thinking Assessment to Portugal: Effect of disciplinary area and academic level on critical thinking. Anales de Psicología/Annals of Psychology, 34(2), 292-298.
Slameto, S. (2017). Critical thinking and its affecting factors. Jurnal Penelitian Humaniora, 18(2), 1-11.
Sarigoz, O. (2012). Assessment of the high school students’ critical thinking skills. Procedia-Social and Behavioral Sciences, 46, 5315-5319.
Silalahi, R. M. (2017). Assessing University Students’ Critical Thinking Skill by Using the TOEFL ITP Reading Test. Lingua Cultura, 11(2), 79-83.
Sprianu, C., Krpalek, D., Palladino, J., Tran, M. Q., Rank, A., Leung, G., ... & Hewitt, L. (2017). Investigating the Occupational Needs of Emancipated Young Adults From the Perspective of Key Stakeholders. American Journal of Occupational Therapy, 71(4_Supplement_1), 7111505113p1-7111505113p1.
Tulananda, O., Young, D. M., & Roopnarine, J. L. (1994). Thai and American fathers’ involvement with preschool‐age children. Early Child Development and Care, 97(1), 123-133.
Tung, C. A., & Chang, S. Y. (2009). Developing critical thinking through literature reading. Feng Chia Journal of Humanities and Social Sciences, 19(12), 287–317.
Vittayaamnuaykoon, N. W. (2018). A Study to Understand the Factors that Influence Thai First-Jobbers to Start Saving for Retirement (Doctoral dissertation, Thammasat University).
Vongkrachang, S., & Chinwonno, A. (2015). CORI: Explicit Reading Instruction to Enhance Informational Text Comprehension and Reading Engagement for Thai EFL Students. PASAA: Journal of Language Teaching and Learning in Thailand, 49, 67-104.
Walker, S. E. (2003). Active learning strategies to promote critical thinking. Journal of athletic training, 38(3), 263.
Wang, S., & Seepho, S. (2017). Facilitating Chinese EFL learners’ critical thinking skills: the contributions of teaching strategies. SAGE Open, 7(3), 2158244017734024.
Wilson, L. O. (2016). Anderson and Krathwohl – Bloom’s taxonomy revised. The Second Principle.
Yoosabai, Y. (2008). The Effects of Reciprocal Teaching on Thai High-School Students’ English Reading Comprehension Ability. NIDA Development Journal, 48(4), 69-88.
Zoghi, M., Mustapha, R., & Maasum, T. N. R. B. T. M. (2010). Collaborative strategic reading with university EFL learners. Journal of College Reading and Learning, 41(1), 67-94.
Arphattananon, T. (2018). Multicultural education in Thailand. Intercultural Education, 29(2), 149-162.
Awang, J., Khareng, M., Rahman, Z. A., Machae, R., & Ismail, K. (2016). Social Interaction: A Study on the Openness Attitude of Both Religion Believers towards the Other Believers in Southern Thailand. Asian Social Science, 12(7), 66-74.
Bank of Ayudhya Public Company Limited. (2018). Plan for retirement. How much saving is enough? Retrieved from https://www.krungsri.com/bank/th/planyourmoney/must-stories/life-plan/retirement-failure-solution.html
Barjesteh, H., & Vaseghi, R. (2012). Critical thinking: A reading strategy in developing English reading comprehension performance. Journal of Foreign Language Teaching and Translation Studies, 1(2), 21-34.
Bedir, H. (2013). Reading and critical thinking skills in ELT classes of Turkish students. World Applied Sciences Journal, 21(10), 1436-1439.
Chaiphat, C. (2019). Improving Financial Literacy of Undergraduate Students with Supplementary Financial Lessons: A Case of Practical Economics for Daily Life. TEM Journal, 8(2), 492-497.
Changwong, K., Sukkamart, A., & Sisan, B. (2018). Critical thinking skill development: Analysis of a new learning management model for Thai high schools. Journal of International Studies Vol, 11(2), 11-2.
Council of Europe. (2020). Our member states. Retrieved from https://www.coe.int/en/web/about-us/our-member-states
Dangchamroon, A. (2016). Development of Knowledge Management Model for Acquiring an Inquisitive Mind of University Students. In INTED2016 Proceedings (pp. 261-267). IATED.
Dwyer, C. P., & Walsh, A. (2020). An exploratory quantitative case study of critical thinking development through adult distance learning. Educational Technology Research and Development, 68(1), 17-35.
Facione, P. A. (2016). Critical Thinking: What It Is and Why It Counts Peter A. Facione The. Molecular Imaging and Biology. https://doi.org/10.1007/s11307-016-1031-0
Kasemsap, B., & Lee, H. Y. H. (2015). L2 reading in Thailand: Vocational college students’ application of reading strategies to their reading of English texts. The Reading Matrix: An International Online Journal, 15(2), 101-117.
Kusumoto, Y. (2018). Enhancing critical thinking through active learning. Language Learning in Higher Education, 8(1), 45-63.
McCann, R. M., & Giles, H. (2007). Age-differentiated communication in organizations: Perspectives from Thailand and the United States. Communication Research Reports, 24(1), 1-12.
Hove, G. (2011). Developing critical thinking skills in the high school English classroom (Doctoral dissertation, University of Wisconsin--Stout).
Indah, R. N., & Kusuma, A., W. (2016). Factors affecting the development of critical thinking of Indonesian learners of English language. Journal Of Humanities And Social Science, 21(6), 86–94.
Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory into practice, 41(4), 212-218.
Khon Kaen University International College. (2015). Student Handbook Academic Year 2015. Retrieved from https://www.ic.kku.ac.th/documents/pdf/KKUIC_Student_Handbook_2015.pdf
Khon Kaen University. (2011). Academic Service System Manual. Retrieved from https://reg.kku.ac.th/registrar/instructor_SentGrade_KKU.pdf.
Mahapoonyanont, N. (2012). The causal model of some factors affecting critical Thinking abilities. Procedia-Social and Behavioral Sciences, 46, 146-150.
Mortellaro, C. (2015). Exploring factors influencing critical thinking skills in undergraduate nursing students: A mixed methods study (Seton Hall University). Retrieved from https://scholarship.shu.edu/cgi/viewcontent.cgi?referer=https://scholar.google.com/&httpsredir=1&article=3157&context=dissertations
Nikoopour, J., Amini, F. M., & Nasiri, M. (2011). On the relationship between critical thinking and language learning strategies among Iranian EFL learners. Journal of Technology and Education, 5(3), 195-200.
Nosratinia, M., & Zaker, A. (2015). Boosting autonomous foreign language learning: Scrutinizing the role of creativity, critical thinking, and vocabulary learning strategies. International Journal of Applied Linguistics and English Literature, 4(4), 86-97.
Petress, K. (2004). Critical thinking: An extended definition. Education, 124(3).
Pimpa, N. (2005). A family affair: The effect of family on Thai students’ choices of international education. Higher Education, 49(4), 431-448.
Pimpa, N. (2012). Amazing Thailand: Organizational culture in the Thai public sector. International Business Research, 5(11), 35.
Phakiti, A. (2018). Assessing Higher‐Order Thinking Skills in Language Learning. The TESOL Encyclopedia of English Language Teaching, 1-7.
Phoewhawm, R. (2017). Educational management and the extent of Thai undergraduates' learning and performance behaviour: an international view. International Journal of Management in Education, 11(1), 59-76.
Ploysangwal, W. (2018). An Assessment of Critical Thinking Skills of Thai Undergraduate Students in Private Thai Universities in Bangkok through an Analytical and Critical Reading Test. University of the Thai Chamber of Commerce Journal Humanities and Social Sciences, 38(3), 75–91.
Public Counsel. (2013). So you want to become emancipated? Retrieved from http://www.publiccounsel.org/tools/publications/files/So-you-Want-to-Become-Emancipated.pdf
Franco, A. R., Costa, P. S., & da Silva Almeida, L. (2018). Translation, adaptation, and validation of the Halpern Critical Thinking Assessment to Portugal: Effect of disciplinary area and academic level on critical thinking. Anales de Psicología/Annals of Psychology, 34(2), 292-298.
Slameto, S. (2017). Critical thinking and its affecting factors. Jurnal Penelitian Humaniora, 18(2), 1-11.
Sarigoz, O. (2012). Assessment of the high school students’ critical thinking skills. Procedia-Social and Behavioral Sciences, 46, 5315-5319.
Silalahi, R. M. (2017). Assessing University Students’ Critical Thinking Skill by Using the TOEFL ITP Reading Test. Lingua Cultura, 11(2), 79-83.
Sprianu, C., Krpalek, D., Palladino, J., Tran, M. Q., Rank, A., Leung, G., ... & Hewitt, L. (2017). Investigating the Occupational Needs of Emancipated Young Adults From the Perspective of Key Stakeholders. American Journal of Occupational Therapy, 71(4_Supplement_1), 7111505113p1-7111505113p1.
Tulananda, O., Young, D. M., & Roopnarine, J. L. (1994). Thai and American fathers’ involvement with preschool‐age children. Early Child Development and Care, 97(1), 123-133.
Tung, C. A., & Chang, S. Y. (2009). Developing critical thinking through literature reading. Feng Chia Journal of Humanities and Social Sciences, 19(12), 287–317.
Vittayaamnuaykoon, N. W. (2018). A Study to Understand the Factors that Influence Thai First-Jobbers to Start Saving for Retirement (Doctoral dissertation, Thammasat University).
Vongkrachang, S., & Chinwonno, A. (2015). CORI: Explicit Reading Instruction to Enhance Informational Text Comprehension and Reading Engagement for Thai EFL Students. PASAA: Journal of Language Teaching and Learning in Thailand, 49, 67-104.
Walker, S. E. (2003). Active learning strategies to promote critical thinking. Journal of athletic training, 38(3), 263.
Wang, S., & Seepho, S. (2017). Facilitating Chinese EFL learners’ critical thinking skills: the contributions of teaching strategies. SAGE Open, 7(3), 2158244017734024.
Wilson, L. O. (2016). Anderson and Krathwohl – Bloom’s taxonomy revised. The Second Principle.
Yoosabai, Y. (2008). The Effects of Reciprocal Teaching on Thai High-School Students’ English Reading Comprehension Ability. NIDA Development Journal, 48(4), 69-88.
Zoghi, M., Mustapha, R., & Maasum, T. N. R. B. T. M. (2010). Collaborative strategic reading with university EFL learners. Journal of College Reading and Learning, 41(1), 67-94.
ดาวน์โหลด
เผยแพร่แล้ว
2020-12-08
รูปแบบการอ้างอิง
Namsaeng, P., & Sukying, A. . (2020). การศึกษาทักษะการคิดวิเคราะห์ของผู้เรียนชาวไทยในระดับอุดมศึกษา ที่เรียนภาษาอังกฤษเป็นภาษาต่างประเทศ: An Investigation of Critical Thinking Skills in Thai EFL University Learners. วารสารมนุษยศาสตร์สังคมศาสตร์, 37(3), 183–212. สืบค้น จาก https://so01.tci-thaijo.org/index.php/HUSO/article/view/242493
ฉบับ
ประเภทบทความ
บทความวิจัย
