How Do EAP Learners Conceptualize Critical Thinking Competence in Wechat-based Multi-scaffolded Micro-course Context?

doi:10.12002/j.bisu.105

Abstract

Abstract: Taking a pedagogical approach to critical thinking in line with social constructivism, the present study has designed and implemented a Wechat-based micro-course in which information technology and instructional scaffolding combine to build nurturing educational conditions to facilitate critical thinking development. Namely, three types of scaffoldings - multimedia interpretation, teacher modeling and question guide - are incorporated with the messaging, platform and social interactive functions of Wechat. The micro - course for EAP learners is composed of 8 units, each comprising 3 modules-TED speech learning materials, online group discussion and learner reflection via Wechat public platform. Besides Wechat backstage data digging, content analysis is also conducted of triangulated data (participant observation notes, after-viewing group chat-log and focus-group-interview notes). Two findings were obtained: 1) in non-school curriculum course context, utilization rate of public online learning resources is very low with a high dropout rate and shallow learning depth; 2) the full course attendees, though low in number(only 9), succeeded to different degrees in constructing an explicit concept of critical thinking and, under “Wechat-scaffolding” dynamics, their conceptualization process manifests itself in three development phases from distorted thinking experience to reflective correction to self-reinforcement. The above findings imply that social-media-based micro-course, with enhanced interactive activities and teacher presence, may prove to be effective supportive resources for college EAP learners to develop a global concept of critical thinking.

Keywords: critical thinking; conceptual construction; wechat-based micro-course; instructional scaffoldings; EAP

摘要： 本研究采取评判性思维的教育学训练取向，遵循社会建构主义支架理念，设计了多元教学支架型微信微课，将“图文诠释、教师示范、设问引导”三类教学支架干预手段融入社交媒体的通讯、平台、互动功能，营造评判性思维发展的在线促进性培育环境。微课针对学术英语学习者，共8个单元，每单元由“TED演讲视频学习资料推送”“微信群讨论”“讨论后反思推送”三个模块组成。基于微信后台数据挖掘，以及“参与式观察笔记+讨论语料+团体访谈笔录”三源数据的内容分析，研究发现：第一，作为非正规课程环境下的社会共享性学习资源，本微课实际使用率不高，表现为浅学习、高退出行为；第二，对于9名全程参与者，本微课有着不同程度的评判性思维概念建构促进作用。在“微信技术+多元支架”的协同效应下，体现出“误区体验—反思矫正—自我巩固”三个阶段性建构特征。上述发现提示，通过活动互动水平与任课教师网络临场水平的提高，社会共享性思维训练微信微课可能成为EAP 课程中评判性思维整体概念建构的有效辅助教学资源。

关键词: 评判性思维, 概念建构, 微信微课, 教学支架, 学术英语

CLC Number:

H319

GONG Rong. How Do EAP Learners Conceptualize Critical Thinking Competence in Wechat-based Multi-scaffolded Micro-course Context?[J]. Journal of Beijing International Studies University, 2017, 39(3): 117-131.

龚　嵘. 基于微信微课的学术英语学习者评判性思维概念建构[J]. 北京第二外国语学院学报, 2017, 39(3): 117-131.

References

［1］Bell J. Evaluating Psychological Information ［M］. Boston：Allyn and Bacon，1995.
［2］Bowel T & Kemp G. Critical Thinking - A Concise Guide （4th ed）［M］. Berling：Routledge，2015.
［3］Chazal E. English for Academic Purposes ［M］. Oxford： Oxford University Press，2014.
［4］Conzalez-Conzalez I & Jimenez-Zarco A I. Using learning methodologies and resources in the development of critical thinking competency： an exploratory study in a virtual learning environment ［J］. Computers in Human Behavior，2015，51（4）： 1359~1366.
［5］Gibbons P. Scaffolding Language， Scaffolding Learning： Teaching Second Language Learners in the Mainstream Classroom Paperback ［M］. London： Heinemann，2002.
［6］Hsieh H F & Shannon S E. Three approaches to qualitative content analysis ［J］. Qualitative Health Research， 2005，15（9）： 1277~1288.
［7］Joiner R & Jones S. The effects of communication media on argumentation and the development of critical thinking［J］. International Journal of Educational Research，2003（8）：861~871.
［8］Kong S C. An experience of 3-year study on the development of critical thinking skills in flipped secondary classrooms with pedagogical and technological support ［J］. Computer & Education，2015，89（1）： 16~31.
［9］Moon J. Critical Thinking： An Exploration of Theory and Practice［M］. Abingdon & New York： Routledge，2008.
［10］Mondahl M & Razmerita L. Social media， collaboration and social learning - a case-study of foreign language learning ［J］. The Electronic Journal of e-Learning，2014，12（4）： 339~52.
［11］Moore N B & Parker R. Critical Thinking ［M］. New York： McGraw-Hill，2003.
［12］Vigil V. Meaningful learning： teacher presence & learner engagement in the online classroom［EB/OL］. http://www.edutopia.org/discussion/meaningful-learning-teacher-presence-learner-engagement-online-classroom， 2016-07-19.
［13］Vygotsky L S. Mind in Society ［M］. Cambridge，MA：Harvard University Press， 1978.
［14］彼得•费希万，诺琳•费希万，爱格尼丝•蒂瓦里，费利克斯•尤恩.作为人类现象的批判性思维——中国与美国视角［J］.北京大学学报社科版，2009，46（1）：56~61.
［15］蔡宁伟，于慧萍，张丽华. 参与式观察与非参与式观察在案例研究中的应用［J］. 管理学刊，2015， 28（4）：66~69.
［16］龚嵘. 本科生学术英语素养课程的逆向设计［J］. 山东外语教学， 2015，36（4）： 48~55.
［17］贾凌玉，章国英，施称. 基于微信公众平台和微社区的医学英语阅读——翻转课程的设计与实践［J］. 外语电化教学，2016，168（2）： 65~69.
［18］刘晓民. 论大学英语教学思辨能力培养模式构建［J］.外语界，2013，158（5）： 59~66.
［19］马晓蕾，张韧，江进林.学术英语能力层级模型的理论与实践探讨［J］. 外语界，2013，154（1）： 2~10.
［20］聂胜欣，俞树煜，袁梦霞，刘雨菲. 异步交互学习活动促进批判性思维发展实证研究［J/OL］. 现代远距离教育，http://www.aiweibang.com/yuedu/128271094.html，2016-07-13 .
［21］裴新宁．面向学习者的教学设计［Ｍ］．上海：教育科学出版社，2005．
［22］王萍. 微信移动学习的支持功能与设计原则分析［J］. 远程教育杂志，2013（6）： 34~41.
［23］张文兰，刘斌. 信息技术与批判性思维研究的现状与启示［J］. 电化教育研究，2010，201（1）：26~30.
［24］朱学伟，朱昱，徐小丽. 微信支持下的移动学习平台研究与设计［J］. 中国远程教育，2014（4）： 77~83.

[1]	Ju Yumei. Facing the Problems of the Reading and Writing Crisis and the Absence of Critical Thinking: The Cultivation of English Major Students’ Research Capacity [J]. Journal of Beijing International Studies University, 2021, 43(6): 108-118.
[2]	Cai Jigang. Cultivating Innovative Talents from the Perspective of Scientific Literacy: A Study of College English Curricula [J]. Journal of Beijing International Studies University, 2021, 43(2): 3-14.
[3]	Wang Hua, Jin Yan. On Descriptive Features of EAP Speech: The Case of China’s Standards of English Language Ability [J]. Journal of Beijing International Studies University, 2020, 42(5): 18-31.
[4]	Jia Chen. An EAP Needs Analysis for Non-English Major Graduate Students [J]. Journal of Beijing International Studies University, 2019, 41(6): 106-119.
[5]	Jigang CAI. On the Revision of The College English Teaching Guide in the New Era and Its Theoretical Basis [J]. Journal of Beijing International Studies University, 2019, 41(3): 3-16.
[6]	Li Meixia. On the Relationship between Chinese English Majors’ Skills Training Courses and Critical Thinking [J]. Journal of Beijing International Studies University, 2014, 36(10): 71-.