British Universities: International Students’ Alleged Lack of Critical Thinking

Fell, Elena; Lukianova, Natalia

doi:10.1016/j.sbspro.2015.11.565

Cited by 17 publications

(13 citation statements)

References 8 publications

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“…We noticed that in the beginning of our study in Australia, we lacked confidence when dealing with participation in classroom discussion. The lack of confidence due to language barrier could be seen as lack of critical thinking skills [16]. We came to the conclusion that English speaking skills that we have learned in preparation class (or in our previous degree) before we attended the course was insufficient.…”

Section: English As a Second Language (Esl) Studentsmentioning

confidence: 94%

Critical Thinking among Indonesian Students Studying Public Health in Australia: Autoethnography of Challenges and Strategies to Adapt

Pertiwi

Kurniawan

Ariwinanti

2021

KLS

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Critical thinking, as the ability to evaluate, has been a constant challenge for many Indonesians pursuing tertiary education in Australian Universities. As an essential component to the students’ competency set necessary to accomplish their degree, many Indonesian students struggle to sharpen their critical-thinking skills in appraising essays or discussing questions correctly. The struggle might be due to the difficulty in distinguishing critical thinking from other intellectual skills such as understanding, memorising and applying. This article is a reflective writing that explores the challenges faced and strategies applied by Indonesian public health students during their course to improve their critical-thinking skills. Several factors including the collective style-culture, where the students come from a home-education background, and the absence of relevant practices are responsible for their lack of critical-thinking skills. Strategies applied are frequent discussion with native students which helps in breaking the cross-culture barrier, thus increasing their confidence in critical thinking; extensive academic articles reading to familiarise the critical-thinking style; practicing self-questioning various topics and validity of evidence; and being more open to other perspectives. Keywords: critical thinking, students, public health, autoethnography, reflexivity

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Section: English As a Second Language (Esl) Studentsmentioning

confidence: 94%

Critical Thinking among Indonesian Students Studying Public Health in Australia: Autoethnography of Challenges and Strategies to Adapt

Pertiwi

Kurniawan

Ariwinanti

2021

KLS

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“…Many international students from other Asian countries such as China and India find it difficult to deal with critical thinking in writing which has been viewed by some as being exclusive to the Western mode of thinking (Duong, 2005). Specifically, as other studies reported, Asian students are lacking critical thinking abilities such as in terms of comparing, evaluating, arguing, and presenting the point of views in their writing (Shaheen, 2012(Shaheen, , 2016Fell and Lukianova, 2015). In Indonesian context, Kartikaningsih (2016) has reported that Indonesian students are lack of critical thinking in argumentative texts that they have created for course assignment purposes due to their limited knowledge in both concept of critical thinking and approaches to apply it into their writing (Junining, 2016;Gustine, 2013;Emilia, 2005).…”

Section: Introductionmentioning

confidence: 95%

“…The United Kingdom is one of many other countries in the West that put one's CT development as its main agenda through its higher education (Vyncke, 2012). Within the higher education system in the UK has been made as to the main aspect of every subject given (Fell & Lukianova, 2015). It is an essential component of students' set of competencies for them to successfully graduate from any degree program (Swatridge, 2014).…”

Section: Introductionmentioning

confidence: 99%

Critical Thinking-Related Challenges to Academic Writing: A Case of Indonesian Postgraduate Students at a UK University

Samanhudi

Linse

2019

Lingua Cultura

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This research reported Indonesian students’ perspectives on challenges in writing a critical academic essay and factors causing those challenges in a university in the UK. It was a qualitative method in nature and used a semi-structured interviewing technique with open-ended questions as the main method for data collection. The results indicate four main problems the participants’ encountered in relation to critical thinking realization in their essay writing which include clarity of ideas presented, lack of critical analysis, lack of critical evaluation, and lack of precision. This research also finds three important factors causing those problems of critical thinking realization by the students in their essay writings namely lack critical awareness, lack of understanding of the critical thinking concept, and differences of academic requirements between Indonesian and British context. This research is expectedly useful as an input in the re-design of syllabi and in the improvement of writing instruction that aims to promote especially international Indonesian students’ critical thinking in university-level education, in line with properly addressing students’ needs and developing CT pedagogy in the site.

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“…The RED model is made up of three elements: (1) recognition of assumptions; (2) evaluation of arguments; and (3) the drawing of conclusions (RED). The sophistication of critical thinking is essential for successful completion of degree Lin et al / Training Practices of Self-efficacy 2 / 10 programs in higher education (Fell & Lukianova, 2015). Critical thinking, according to Florea and Hurjui (2015), is the updating of knowledge, analysis of differences, observation of cause-effect relationships, extraction of ideas from real-case scenarios, the support of ideas with evidence-based metaphors, and the evaluation of information based on multiple perspectives.…”

Section: Introductionmentioning

confidence: 99%

Training Practices of Self-efficacy on Critical Thinking Skills and Literacy: Importance-Performance Matrix Analysis

Lin

Chiu

2019

EURASIA J MATH SCI T

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This study, which is rooted in design thinking, explores how participants in both academia and industry settings vary in their perceived self-efficacy in critical thinking after using online training units with information and communication technologies (ICTs). Based on the quasi-experimental pre-post research design with stratified sampling, the researchers completed an empirical validation administered to 739 research participants with a valid return of 75%. Perceived self-efficacy increases critical thinking skills. Therefore, the research indicates that enactive mastery of domain knowledge is directly influenced by vicarious modeling and sense of arousal. In addition, it is indirectly influenced by verbal persuasion. The three determinants tend to be equally performed. However, vicarious modeling is of high importance compared to verbal persuasion and sense of arousal. Related to the training practices and effectiveness assessment, the research finding is aligned to the issues of training transfer and talent development in bridging academic candidates to industry professionals.

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British Universities: International Students’ Alleged Lack of Critical Thinking

Cited by 17 publications

References 8 publications

Critical Thinking among Indonesian Students Studying Public Health in Australia: Autoethnography of Challenges and Strategies to Adapt

Critical Thinking among Indonesian Students Studying Public Health in Australia: Autoethnography of Challenges and Strategies to Adapt

Critical Thinking-Related Challenges to Academic Writing: A Case of Indonesian Postgraduate Students at a UK University

Training Practices of Self-efficacy on Critical Thinking Skills and Literacy: Importance-Performance Matrix Analysis

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