Developing

Critical Thinking
and Awareness
with Infomercials
A paper presented at the 36th Annual ThaiTESOL International Conference
Vanessa Armand—The Global Teaching Institute, Tokyo International University
In this presentation, you
will receive…
Higher
Ed
CT Ethical Japan
Issues The The Reason
Common To Use
Definitions CT in Japan CT
Infomercial
Infomercials
of CT Project
Activities

BUT WAIT! THERE’S MORE!

The
Research Bonus:
Findings & Study Limitations
Q&A
Discussion & Future
Research
Defining Critical Thinking

 an evaluative process (D’Angelo, 1971)  a process of suspended judgement,

 a democratic learning process (Benesch,
1993)
 a reflective social practice (Gieve, 1998
in Benesch, 1999)
 an ability to look for assumptions and
fallacies in basic arguments
(Ramanathan & Kaplan, 1996b in
Benesch, 1999)
problem solving, and decision making
(National Council of Teacher of English
Committee on Critical Thinking, in Long,
2003)
 a set of skills that fit into evaluative
process, thought process, and end
product (Long, 2003)
 a consideration of multiple perspectives,
a challenging of assumptions, and an
exploration of possible alternatives
(Halvorsen, 2005)

“To seek evidence, analyze basic concepts, scrutinize reasoning and

assumptions, and trace the implications not only of what is said but of
what is done” (Serrat, 2011, p.1)
 Bloom’s Taxonomy of Learning Domains (Revised)*
Anderson et al., 2001 *used as basis of this project
6.0
Create -
Higher Putting
6.3 Producing
6.2 Planning
order elements
together to form 6.1 Generating
thinking a novel, coherent
whole or make
(Critical an original product. 5.2 Critiquing
Thinking) 5.1 Checking
5.0 Evaluate - Making
Skills judgments based on criteria and 4.3 Attributing
4-6 standards. 4.2 Organizing
4.1 Differentiating

4.0 Analyze- Breaking material into its 3.2 Implementing

constituent parts and detecting how the parts 3.1 Executing
relate to one another and to an overall
structure or purpose.
2.7 Explaining
Lower 2.6 Comparing
order 3.0 Apply- Carrying out or using a procedure in 2.5 Inferring
a given situation.
thinking 2.4 Summarizing
2.3 Classifying
skills 2.0 Understand- Determining the meaning of 2.2 Exemplifying
1-3 instructional messages, including oral, written, and graphic
communication.
2.1 Interpreting

1.0 Remember - Retrieving relevant knowledge from long- 1.2 Recalling

term memory. 1.1 Recognizing
 The Teaching of CT: Ethical Issues
Should CT be taught
“NO!” in ESL/EFL classes?
(Atkinson, 1997;
and others)
CT is…
 too difficult to define
 An unconscious, implicitly-learned mental
process; cannot be explicitly learned
 too difficult to measure and assess
 Is deeply steeped in Western cultural values
 Is too hard for non-Westerners to grasp
 “marginalizes alternative approaches to
thought” (Atkinson, 1997, p. 72)
 is a form of Western cultural and political
imperialism.
“YES!”
(Davidson, 1998;
Benesch, 1999;
Kubota, 1999)
CT is…
 Definable (definitions differ but have large
overlaps in meaning)
 Can be explicitly learned (see Kubota, 1999)
 Can be measured if taught explicitly w/clear
objectives (Davidson, 1998)
 Is a concept that transcends cultural confines
 Is a form of liberation and empowerment
(Benesch, 1993, 1999; Kubota, 1999)
 Must be learned by ESL/EFL students to be
competitive at foreign universities, in
interaction with Westerners, & in global
market (Davidson, 1998; Long, 2003; Amano & Poole, 2005;
Taguchi, 2013, Chavez, 2014).
 The Japanese context: Education in “crisis”
 Elementary school➔ [Cram School]➔ High
School “Exam Hell”➔ University “Leisure Land” +
Job hunting➔ Career
 Standardized national exams:
focus = grammar, reading, listening
≠ communicative ability
≠ critical thinking ability
 Higher Ed. plagued with…
 Low attendance
 Minimal completion of HW/assignments
 Passive, non-participatory classroom behavior
 Difficulty w/CT, individual thinking, self-expression
 MEXT reforms (e.g. 2003, 2009) encourage
CT & communicative skills; goal = to make
universities/Japan more global
 BUT Japan is still behind Korea & Vietnam
(Hongo, 2013; EP EPI, 2015)
 Reasons: MEXT goals = clear; practical
activities for achieving goals = not clear
 Fear of danger in CT beyond school
 Need to save face; not be explicitly critical
 We should encourage Japanese students to
develop the critical thinking skills that they
lack, specifically those of self-expression
(Learning Dimension 6) (Long, 2003)
 CT Activities: Rationale for using infomercials

 Traditional materials: So why use infomercials to promote CT & Self expression?

 Textbook prompts/questions Component Benefit
 Supplemental T-created or found materials Uses acting Different headspace
 Traditional Formats: Informal Approachable; lowers affective
 Whole class or small group discussion
language filter

 Debates
Real-world Relatable

 Fishbowls
Enjoyable More student buy-in;
memorable
 Group decision-making/problem-solving
Independent Group support, individual end-
PROBLEM: All are DISCUSSION-BASED; yet product & accountability
use academic register—heightened language collaborative
distracts from CT skill practice; intimidating;
not all students participate / express thoughts Permanent Good for record-keeping,
progress- tracking
 Infomercial Project Tasks / Corresponding Knowledge Dimensions
Step Example tasks Learning Domains
1. Watch infomercials 1b. Identify/categorize content 2.3. Classifying/2.5. Inferring
2. Identify the problem 2a. Identify common problems to be solved by 1.1. Recognizing
new product
3. Develop the solution 3c. Recall & apply knowledge of problems/ 3.2. Implementing
(product & marketing solutions to develop how the product works 4.3. Attributing
strategy) 3f. Apply knowledge of marketing strategies (1b) 6.1. Generating
and of target buyer (2b, 3e) to develop
effective marketing strategy
4. Give / receive peer 4a. Describe the product (its purpose, how it 2.7. Explaining
feedback works, and your imagined price) to a peer ; 5.1. Checking
(4d & e. switch roles & give feedback) 5.2. Critiquing
5. Produce product & 5d. Plan, direct, film (and act in) the infomercial 6.2. Planning
infomercial 6.3. Producing
6. Watch student 6c. Apply knowledge of products & needs/ 4.1. Differentiating
videos; order products desires to complete order form for products 1.2. Recalling/3.1. Executing
7. Give feedback on 7b. Analyze personal progress and enjoyment of 5.2. Critiquing
project project; tell info in self-assmt, discussion, survey
 Knowledge Dimensions Represented in
Infomercial Project Tasks

1. 2. 3. 4. 5. 6.
Remember Understand Apply Analyze Evaluate Create

Instances of the
representation of
each Knowledge 9 14 4 10 5 7
Dimension
 The Research Study
 Context
 4-year university in suburban Tokyo Research Questions
 English culture & L2 program of study To what extent do students …
 End of 1st semester
(1) exhibit improved ability
 Other CT activities showed minimal
improvement in skills (oral and thinking) (2) report (perceived) improved in ability
 Participants in critical & creative thinking as a result of this
 2nd year of study project?
 n=25
 Avg. age=20 years
To what extent do students …
 Materials/methods
(3) exhibit improvement
 Infomercial project materials, coursework
 Field notes (4) report (perceived) improvement
 Post-project class discussion in self-expression as a result of this project?
 Anonymous survey
 Findings: 1) To what extent do students exhibit improved
ability in critical and creative thinking as a result of this project?

 Difficulty recalling content covered in

previous activities (1.1)
 Highly effective checking and critiquing
 Difficulty understanding (2.1, 2.3) and (5.1, 5.2) the logic of their peers
retaining key concepts (1.2)
 Increased ability to substantiate
 Difficulty recognizing problems (1.1) and arguments with evidence (4.0, 5.0, 6.0)
classifying information (2.3) to make
 Increased ability to generate
connections between the product and the
connections between ideas (4.0, 6.0)
problems it would solve
 High ability to problem-solve creatively
 Difficulty identifying target buyers (1.1, 2.2)
(6.0)
or relating the problem to the buyer
(2.3/4.3)
 Difficulty checking that a product could be
functional (5.1)
Findings: 2) To what extent do students report improved
ability in critical and creative thinking as a result of this project?
Student comments on critical thinking
improvement
How much do you think this How much do you think this project
• [This project] was just stressful.
project helped you think critically? helped you think creatively?
• As making product, I compared it to
(a lot, some, a little, none) Why? (a lot, some, a little, none). Why?
conventional prevailing products. This
comparison cultivated my critical thinking.
• There's many small problems in daily life,
but I've never think about that. So it helped
me to think about what is the problem we
have in daily life.
• Because I made my own product and film it
all by myself, I think it helped me to
organize perfect infomercial.
• Making progress between inventing a
product and filming requested me think
beyond.
 Findings: 3) To what extent do students exhibit improved
self-expression as a result of this project?

 Increase in eye-contact, volume

and inflection from passive, quiet,
mono-tonal students
 Increase in pronunciation clarity
and fluency
 minimal to no increase in
grammar and vocabulary
accuracy
 increased awareness of gaps in
personal ability (language/logic)
and of the abilities of others,
resulting in increased
participation in classroom
activities from passive students
 Findings: 4) To what extent do students report improved
self-expression as a result of this project?
Student comments on self-expression improvement
• It help me a lot to speak clearly and faster.
Do you think you are more
confident and expressive when • Yes I [improved] because I just spoke [into the microphone] of
you speak (because of this phone, so I was totally relaxed.
project)? Why or why not?
• I don't think [I improved], because my speaking was not fluently
when I listened my record.
• I don't think [I improved]. I was ashamed of acting.
• Yes [I improved], because I memorized it.
• No [I don’t think I improved] because I'm shy and I don't like to
hear my voice.
• I think [I improved]. I had thought that I was bad at acting and
speaking emotionally, but I could do that better than I thought.
 Discussion/Limitations/Future Research

1. If skill mastery order in Taxonomy = truth,  Limitations:

seeming improvement in higher-order thinking
skills but difficulty with lower-level skills
(Dimension 2), might suggest students were
using lower-order skills and unable to
articulate them ➔ So? Teach how to express
understanding more clearly  Future Research:
2. Overlap in Taxonomy skills ➔ So? Codify
before using in class
3. SS difference in ability btwn
checking/critiquing themselves vs. others ➔
So? They DO have Dim. 5 skills, but still need
peer review; do more in earlier stages
 time-on-task requirement
 survey items
 Sample size/generalizability
 Link btwn perceived needs,
motivation & perceived/real
CT skill improvement
 Link btwn affective filter,
enjoyment, & CT skill
development
 Thank you
Questions? so much
for attending
*you can also ask me questions at the conference &/OR
email me with questions/comments : varmand@tiu.ac.jp this session!
 References
 Amano, I. & Poole, G. (2005). The Japanese University in Crisis. Higher Education, 50(4), 685-711.
 Anderson, L.W., Krathwohl, D.R., Airaisian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, R.P, Raths, J., Wittrock, M.C. (2001). A Taxonomy for Learning, Teaching, and Assessing: A
Revision of Bloom’s Taxonomy of Educational Objectives. New York: Pearson, Allyn & Bacon.
 Atkinson, D. (1997). A Critical Approach to Critical Thinking in TESOL. TESOL Quarterly, 31(1), 71-97.
 Benesch, S. (1993). Critical Thinking: A Learning Process for Democracy. TESOL Quarterly, 27(3), 545-548.
 Benesch, S. (1999). Thinking Critically, Thinking Dialogically. TESOL Quarterly, 33(3), 573-580.
 D’Angelo, E. (1971). Critical Thinking in Reading. Elementary English 48(8), 946-950.
 Davidson, B.W. (1998). A Case for Critical Thinking in the English Language Classroom. TESOL Quarterly, 32(1), 119-123.
 Dunn, J. (2014). Limited Critical Thinking Skills in Japanese EFL: Where Does the Responsibility Lie? Critical Thinking and Language Learning 1(1), 1-9.
 EF English Proficiency Index (2015). EF Learning Labs: Education First. Retrieved from http://www.ef.edu/epi/
 Halvorsen, A. (2005). Incorporating Critical Thinking Skills Development info ESL/EFL Courses. The Internet TESOL Journal, 11(3). Retrieved from
http://iteslj.org/Techniques/Halvorsen-CriticalThinking.html
 Hongo, Jun. (2013, Mar. 23). Abe wants TOEFL to be key exam. The Japan Times. Retrieved from http://www.japantimes.co.jp/news/2013/03/25/national/abe-wants-toefl-to-be-
key-exam/#.VqONKfl97IV
 Kubota, R. (1999). Japanese Culture Constructed by Discourses: Implications for Applied Linguistics Research and ELT. TESOL Quarterly, 33(1), 9-35.
 Long, C.J. (2003). Teaching Critical Thinking in Asian EFL Contexts: Theoretical Issues and Practical Applications. Paper presented at Proceedings of the 8th Conference of Pan-
Pacific Association of Applied Linguistics. (Japan) Okayawa. 229-234.
 Serrat, O. (2011). Critical Thinking. Knowledge Solutions—The Asian Development Bank, 99, 1-4.
 Taguchi, T. (2013). Motivation, Attitudes, and Selves in the Japanese Context: A Mixed Methods Approach. In M.T. Apple, D. Da Silva, and T. Fellner (Eds.) Language Learning
Motivation in Japan. Bristol, UK: Multilingual Matters. (169-188).
 Ushioda, E. (2013). Foreign Language Motivation Research in Japan: An ‘Insider’ Perspective from Outside Japan. In M.T. Apple, D. Da Silva, and T. Fellner (Eds.) Language
Learning Motivation in Japan. Bristol, UK: Multilingual Matters. (1-14).
 VanGelder, T. (2005). Teaching Critical Thinking: Some Lessons from Cognitive Science. College Teaching, 53(1). 41-46.

For the complete paper, references, and activity sheets, consult Thailand TESOL OnlineProceedings or email the speaker at varmand@tiu.ac.jp