Writing-to-Think Learning Logs for Developing Critical Thinking in L2 Discussion Classes
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Abstract
This study investigates how writing-to-think learning logs can support the development and articulation of critical thinking (CT) in Japanese university L2 discussion courses. Writing-to-think is conceptualized as using writing not only to record but to generate and clarify reasoning, and is integrated with CT-infused instruction, which explicitly teaches reasoning and evaluation within language learning tasks. Implemented over one academic year with CEFR A2–B1 learners (analytic sample: n = 24 from a larger cohort of N = 79), the study employed three recurring log tasks—opinion expression (OE), text summarization (TS), and evaluation of viewpoints (EV)—that prompted students to articulate reasoning in writing before and after class discussions. A sequential explanatory mixed-methods design was adopted. Quantitatively, rubric-based ratings of learning-log entries (focus, logic, and content) were analyzed across three time points (Sessions 2, 9, and 16). Results showed significant improvement in OE and EV, with larger gains observed in EV, while TS remained stable. Qualitatively, thematic analysis of representative students’ entries revealed four developmental patterns: a shift from fragmented to coherent reasoning, growth in evaluative thinking, more relevant examples, and continued difficulty distinguishing reasons from examples. Overall, CT growth was observed in association with the integration of explicit reasoning demands and iterative writing cycles that slowed and structured thinking, making reasoning visible and open to reflection. Learning logs thus functioned as both scaffold and research artifact, offering a practical means to make CT teachable and traceable in L2 discussion classrooms.
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