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

DOI

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.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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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  - Proceedings of the 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  - 10.2991/iconelt-17.2018.17
ID  - Ishikawa2017/08
ER  -