Abstract
This study explores the effects of stepwise discussion activities on higher-order thinking in Japanese language education. Four learners of Japanese at the lower-intermediate level participated in discussions structured into three stages. Learners’ utterances were analyzed using a seven-level thinking strategy rubric. The results showed that evaluative, integrative, and creative utterances appeared more frequently in advanced-stage discussions, particularly those based on free-choice topics. These findings suggest that stepwise discussion activities may facilitate the externalization of higher-order thinking.
https://ror.org/027tyzk91 
