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Title: Does explicit teaching of critical thinking improve critical thinking skills of English language learners in higher education? A critical review of causal evidence
Authors: Soufi, Nada
See, Beng Huat
Affiliations: Department of English Language and Literature 
Keywords: Critical thinking skills
Systematic review
Randomised controlled trial
Issue Date: 2019
Part of: Journal of studies in educational evaluation
Volume: 60
Start page: 140
End page: 162
This paper presents the results of a systematic review of international studies to establish whether explicit teaching of critical thinking is effective in enhancing the critical thinking skills of English language learners in higher education and to identify the most promising approaches. A search of 12 electronic databases supplemented by other sources yielded more than 1794 studies. Only 36 met the pre-defined inclusion and exclusion criteria. A range of approaches were tested and almost all claimed to be effective, but only explicit instruction in general critical thinking skills was found to have the best evidence of effectiveness. However, because most of the studies were small-scale and/or methodologically flawed, the evidence is not strong enough to be conclusive. Evidence for the other approaches was even weaker. These findings suggest that research in this field is still rather immature and more large-scale, replicable robust studies are needed to advance the field.
DOI: 10.1016/j.stueduc.2018.12.006
Ezproxy URL: Link to full text
Type: Journal Article
Appears in Collections:Department of English Language and Literature

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