The relationship between critical thinking, global English proficiency, writing, and academic development for 60 Malaysian second language learners

Using the Ennis-Weir Critical Thinking Essay Test (EW), and standardized measures of language proficiency such as the TOEFL, SAT verbal section (SATV), the Test of Written English (TWE) for writing ability, measures of academic development in English (American College Test, or ACT) and in Malay (Malaysian Certificate of Education, or SPM), this study attempts to determine the relationship between critical thinking, overall language proficiency, writing ability and academic development in a sample of sixty Malaysian second language learners from a traditional educational background. Both quantitative and qualitative methods were employed. The EW test was scored by two trained raters using EW rater guidelines. Correlations between variables and differences between pretest and posttest were examined. Differences between the top third and lower third of the EW scorers were also examined. Statistical procedures that were employed include Pearson correlations, t-tests, and multiple regression. As for the qualitative measures, verbal protocols were obtained from five participants in order to understand cognitive processes underlying the critical thinking and writing process.;The implications of the study include the following: (1) incorporation of critical thinking assessment through writing in ESL curricula and research; (2) potential positive effect on ESL programs in Malaysia if they prepare students to write well-reasoned arguments rather than how to answer multiple-choice tests; (3) use of think aloud protocols to teach effective critical thinking strategies while writing.;Quantitative findings include (1) Significant correlations were obtained between measures of critical thinking, academic development in Malay and overall language proficiency for the pretest and the posttest. (2) Significant gains were made between the EW pretest and posttest, suggesting a beneficial influence of critical thinking instruction; (3) both high and low scorers were just as likely to accept uncritically arguments in which authority figures were cited. Qualitative findings include the following: (1) low and high scoring students both used evaluation of the text as a strategy, but low scoring students used it less successfully; (2) high scoring students employed more higher level questioning strategies than did lower scorers; (3) one case used his first language (Malay) to assess arguments, then wrote in English.