Writing-to-Think Learning Logs for Developing Critical Thinking in L2 Discussion Classes

Megumi Uemi — Tue, 07 Jul 2026 00:00:00 +0700

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.

Integrating Task-Based Learning and Total Physical Response to Develop Listening Comprehension among Primary School EFL Learners in Thailand

Sermsak Srasri, Saiphin Siharak, Jean Claire Morales — Wed, 15 Jul 2026 00:00:00 +0700

This quasi-experimental study evaluated the effectiveness of integrating Task-Based Learning (TBL) with Total Physical Response (TPR) to improve listening comprehension among Thai Primary 6 EFL learners. Sixty students aged 11–12 from a primary school under the Nonthaburi Primary Educational Service Area Office 1 were assigned to an experimental (n = 30) or a control (n = 30) group using cluster sampling. The experimental group received 6 hours of integrated TBL-TPR instruction, whereas the control group received conventional Presentation–Practice–Production (PPP) instruction. Listening comprehension was assessed using a validated test (KR-20 = 0.72; IOC = 1.00) at pre-test and post-test. The experimental group demonstrated significant gains, with a 30.2% increase in listening scores (p < .05) and outperformed the control group by a mean difference of 1.83 points (15.1% relative to the control group’s post-test mean; d = 1.21; p < .05). The control group also demonstrated significant within-group improvement (15.6%), though the magnitude was substantially smaller than the experimental group. The findings indicate that TBL-TPR integration effectively enhances listening comprehension by leveraging motor-based learning, reducing affective barriers, and facilitating authentic communication. This study provides one of the few controlled empirical investigations into the synergistic effects of integrating TBL and TPR on listening comprehension in primary EFL contexts characterized by limited exposure to the target language and elevated language anxiety.

THAITESOL Journal

Writing-to-Think Learning Logs for Developing Critical Thinking in L2 Discussion Classes

Integrating Task-Based Learning and Total Physical Response to Develop Listening Comprehension among Primary School EFL Learners in Thailand