Proceedings of the International Conference on English Language Teaching (ICONELT 2017)

How L2 Learners' Critical Thinking Ability Influences Their L2 Performance: A Statistical Approach

Authors
Shin'ichiro Ishikawa
Corresponding Author
Shin'ichiro Ishikawa
Available Online August 2017.
DOI
https://doi.org/10.2991/iconelt-17.2018.17How to use a DOI?
Keywords
critical thinking, L2 English proficiency, statistical modeling
Abstract
This paper analyzed scores of a critical thinking (CT) skills test and standard L2 proficiency test of seventy-four Japanese college students. The quantitative analyses revealed that (1) learners' performance on five aspects of CT ability greatly varied, (2) each of the five aspects was largely independent of the others, (3) the integrative CT skill contributed to L2 listening and overall proficiency to some extent, (4) the influence of learners' L2 proficiency levels was limited, and (5) CT ability could be related to male and science students relatively more strongly than to female and business students.
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Proceedings
International Conference on English Language Teaching (ICONELT 2017)
Part of series
Advances in Social Science, Education and Humanities Research
Publication Date
August 2017
ISBN
978-94-6252-441-5
ISSN
2352-5398
DOI
https://doi.org/10.2991/iconelt-17.2018.17How to use a DOI?
Open Access
This is an open access article distributed under the CC BY-NC license.

Cite this article

TY  - CONF
AU  - Shin'ichiro Ishikawa
PY  - 2017/08
DA  - 2017/08
TI  - How L2 Learners' Critical Thinking Ability Influences Their L2 Performance: A Statistical Approach
BT  - International Conference on English Language Teaching (ICONELT 2017)
PB  - Atlantis Press
SP  - 70
EP  - 75
SN  - 2352-5398
UR  - https://doi.org/10.2991/iconelt-17.2018.17
DO  - https://doi.org/10.2991/iconelt-17.2018.17
ID  - Ishikawa2017/08
ER  -