Beyond Defensive Fixations: Using the Adult-Ego-Centric (ADEC) Model to Enhance Critical Thinking in L2 Speakers
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Abstract
Critical thinking (CT) is central to education, including EFL and EMI contexts, yet effectively fostering it in learners remains a challenge. CT is often assessed through multiple-choice tests or essay writing, but rarely within the context of spoken interactions, which are more challenging, as responses are not only more spontaneous in nature but can also be influenced by a need to defend self-face rather than seek optimal solutions, particularly during disagreements. Defensive fixations, driven by a desire to protect face, hinder active listening necessary for critical engagement by triggering emotionally charged responses. The Adult ego state (Berne, 1960s) refers to the aspect of individuals’ personalities that enables accurate data processing and problem-solving using facts, reducing defensive fixations caused by prejudged thoughts (Parent ego) or reactive emotions (Child ego), which hinder CT in spoken interactions. This sequential explanatory mixed-methods design aimed to evaluate the effectiveness of the Adult-Ego-Centric (ADEC) instructional model on enhancement of CT in Burmese learners of English. A total of Sixty B2-level participants completed the four-week intervention. Quantitative analysis confirmed that the ADEC model significantly enhanced learners’ CT in spoken interactions, with qualitative data from interview and posttest responses providing triangulated support. Furthermore, perceived delayed post-test data indicated that such improvements were sustained, with participants reporting confidence in applying CT ability in real-world settings weeks after the course. Overall, the findings have demonstrated that the ADEC model can effectively enhance CT in L2 speakers by specifically addressing the socio-cognitive barriers that impede critical engagement during spoken communication.
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