Using Inquiry Notebooks to Assess Critical Thinking and Writing Among Chinese English Language Learners

Abstract

In 2001, the American Association of State Colleges and Universities partnered with the China Center for International Educational Exchange to offer dual-degree programs in which students earn degrees from “two or more partner institutions in different countries” (Helms, 2014, p. 6). These programs are also described as 1+2+1 or 2+2 programs, which refer to the years students spend in their home and host countries. Since their inception, approximately 4,000 Chinese students have earned degrees through these programs (American Association of State Colleges and Universities, 2020). While dual-degree programs promote globalization and increase opportunities for institutions, faculty, and students, challenges arise due to differences in courses, language, and culture as well as in methodologies relating to teaching, grading, and evaluation (Helms, 2014). One frequently mentioned challenge for dual-degree seekers is demonstrating critical thinking skills in their written work in American university classrooms. Upon entry to the U.S. partner institution, learners either test into an Intensive English Program, where they focus exclusively on developing English language skills, or matriculate directly into their program of study, bypassing most general education courses focused on developing critical thinking skills.