Abstract
The attention to fostering learners’ critical thinking and creativity skills in secondary school and college students is growing in Western and non-Western countries. This study investigated the integration of a creativity and critical thinking course in an Intensive English Programs (IEP) to determine how the same course may contribute to international students’ linguistic skills and analytic abilities in preparation for college. Perry’s (1970) conceptual framework was adopted to analyze Chinese students’ views of problems presented in a creativity and critical thinking course, and how the same knowledge related to the Chinese students’ prior educational experiences as well as connect to their future studies. IEP faculty and administrator’s perceptions provided an additional perspective into the purpose and learning outcomes of the same course. Findings from this research address a gap in the literature that seeks effective strategies and models for IEPs to foster international students’ analytic skills in preparation for college studies.
Highlights
The attention to fostering learners‟ creativity and critical thinking skills in secondary school and college students is growing in Western and non-Western countries (Lucas, 2016; Harris & de Bruin, 2018; Welter, Jaarsveld, & Lachmann, 2017)
Two research questions guided the inquiry of this study: What are the learning outcomes of an Intensive English Programs (IEP) creativity and critical thinking course? What are Chinese students‟ and IEP faculty perceptions of a creativity and critical thinking course according to Perry‟s scheme? The organization of this paper begins with a review of creativity and critical thinking skills in colleges before introducing a brief description of Chinese education
This study provided insights into the strategies an IEP instructor utilized in the critical thinking (C&CT) course to promote students‟ abilities to think creatively and complexly
Summary
The attention to fostering learners‟ creativity and critical thinking skills in secondary school and college students is growing in Western and non-Western countries (Lucas, 2016; Harris & de Bruin, 2018; Welter, Jaarsveld, & Lachmann, 2017). Critical and creative thinking are identified as two of the sixteen LEAP essential learning outcomes to guide student‟s progress through college and prepare for twenty-first century work, citizenship, and life. This study investigated the integration of a creativity and critical thinking (C&CT) course in an Intensive English Program (IEP) to determine how the same course may contribute to international students‟ linguistic skills and analytic abilities in preparation for college. Perry‟s (1970) conceptual framework of college students‟ cognitive growth was adopted to analyze Chinese students‟ views of the IEP C&CT course, and how the Chinese students‟ same perceptions of creativity and critical thinking related to their prior educational experiences and future college studies. What are Chinese students‟ and IEP faculty perceptions of a creativity and critical thinking course according to Perry‟s scheme?
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