Abstract
This study investigates the impact of a learning log-based instructional design that integrates critical thinking (CT)-infused written tasks on the CT performance of Japanese L2 students. The learning logs, used to document students’ learning experiences and reflections, were enhanced with CT-integrated tasks such as opinion articulation, text summarization, and reflection on discussions within an oral communication course involving 21 lower to intermediate-level freshman students. A mixed-methods approach was employed, using opinion paragraph writing tests, learning log entries, and students’ self-reflections to evaluate the intervention’s effectiveness. Results demonstrated significant improvements in students’ CT performance in focus, content, and correctness. Analysis of the learning log entries indicated that students across different CT performance levels adhered consistently to the framework of expressing CT utilized in class, though with varying depth and complexity. Students’ self-reflections revealed that the CT-infused learning logs were perceived as instrumental in enhancing their style and focus. These findings underscore the potential of learning logs as a valuable pedagogical tool for improving CT performance in L2 contexts and emphasize the role of writing as a medium for deep cognitive engagement and improved articulation of thought.
