This thesis proposed a framework for conceptualizing critical thinking in language
learning. A learning environment where collaborative learning and network
technology were combined − computer-mediated collaborative learning (CMCL) −
was set up. The main aim was to study the potential of the learning environment in
promoting critical thinking (CT) in language learning. The proposed framework of
CT in language learning had three aspects: (1) communication, (2) reasoning, and
(3) self-reflection.
The study was a qualitative one that took place between June 2003 and January
2004. Three case studies were undertaken that involved up to 90 participants,
comprising students, teachers, volunteers, and the researcher. All were members of
an online learning community, the Bamboo Enterprise. Students worked in groups
that investigated environmental problems. The student projects were grouped into
three case studies: (1) Using Collaborative Environmental Projects to Promote
Communicative Language Learning and Computer Skills, (2) Using Environmental
Themes in Computer-Supported Cooperative Learning to Prepare ESL Students for
Academic Study in the Australian University Environment, (3) Promoting
Communicative Language Learning Through Computer-Supported Cooperative
Learning. Findings were based on analyses of five sources of data: (1) interviews
with the student participants; (2) teachers comments and opinions; (3)
questionnaires; (4) students overall group work; and (5) online discussions.
The investigation found that, overall, the CMCL environment with its particular
framework had the potential to promote CT in language learning. However, it had
both strengths and weaknesses. The strengths were that it promoted the
communicative use of English, encouraged critical thinking in action, and extended
the students potential to learn a second language. It also encouraged the appropriate
use of technology. More importantly, this CMCL environment showed itself to be a
viable method of learning and one in which both students and teachers can be
empowered. However, along with these advantages, some avenues for improvement
were evident. The study found that the students grammatical accuracy was low,
despite their rich vocabulary and ability to use complex language structures. Some
students found working in groups challenging and some never acquired the
necessary web skills. Access to the Internet was not always adequate for this type of
project. In sum, the students needed more support, especially at the task level, when
using this method of language learning.
| Identifer | oai:union.ndltd.org:ADTP/219077 |
| Date | January 2005 |
| Creators | Thadphoothon, Janpha, n/a |
| Publisher | University of Canberra. Languages, International Studies & Tourism |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Janpha Thadphoothon |
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