Fostering Thinking: Iterative Design of a Taiwanese University EFL (English as a Foreign Language) Class With Thinking Routines (Poster 47)

• In Event: Sunday Poster Session 11:25 am
  In Poster Session: Motivation and Learning Across Learning Environments

Abstract

This study investigates the correlation between students' learning outcomes and the use of thinking routines in an English class at a Taiwanese university. We utilized an action research method to redesign the thinking curriculum, focusing on four principles: redefining topics, aligning thinking and learning, repeating and adapting thinking routines, and increasing thinking time. Through the action research cycles, we iteratively redesigned a thinking curriculum using thinking routines to enhance students' thinking moves. Overall, analysis results of students’ movie analysis writing showed significant improvements in students' use of thinking moves, especially considering different viewpoints and perspectives. Our culturally relevant design framework for embedding thinking in the curriculum can be valuable for others interested in this approach.

Authors

• Jou-Yin Chen, National Central University

• Mingfong Jan, National Central University