Developing critical thinking in academic writing through a metaphor elicitation technique
An exploratory study
Wan Wan | College of Foreign Languages, National Hua-qiao University, China
While there appears to be a broad consensus about the value of metaphor as an effective means of helping participants think critically about their educational practices, little attention has been paid to its potential for cultivating critical thinking skills relating to academic literacy, and particularly to writing in a second or foreign language (L2) context. The present study introduced an innovative metaphor-oriented activity, where each of three data collection cycles during an academic year involved group discussions and sharing of personal academic writing experiences by a small group of ESL graduate (MA) students, based around a ‘think-of-one or more metaphors’ task, requiring participants to think critically concerning their personal writing beliefs and related writing practices. The study investigated the effect of engaging participants in the set of metaphor-based activities on the development of their critical thinking skills, and discusses how and in what ways the sort of activities might have helped improve their academic writing.
References (45)
References
Andrews, R. (2007). Argumentation, critical thinking and the postgraduate dissertation. Educational Review, 59(1), 1–18. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Armstrong, S.L. (2007). Beginning the literacy transition: Postsecondary students’ conceptualizations of academic writing in developmental literacy contexts. Unpublished doctoral dissertation, University of Cincinnati, Cincinnati, Ohio.
Bean, J.C. (2001). Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom. San Francisco, CA: Jossey-Bass.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Burbach, M.E., Matkin, G.S., & Fritz, S.M. (2004). Teaching critical thinking in an introductory leadership course utilizing active learning strategies: A confirmatory study. College Student Journal, 38(3), 482–493.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
BouJaoude, S., & Tamim, R. (2000, December). Analogies generated by middle-school science students-types and usefulness. School Science Review, 82, 57–63.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Cameron, L. (2003). Metaphor in educational discourse. London: Continuum.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Condon, W., & Kelly-Riley, D. (2004). Assessing and teaching what we value: The relationship between college-level writing and critical thinking abilities. Assessing Writing, 9, 56–75. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Cortazzi, M., & Jin, L. (1999). Bridges to learning: Metaphors of teaching, learning, and language. In G.D. Low & L. Cameron (Eds.), Researching and applying metaphor (pp. 149–176). Cambridge: Cambridge University Press. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Cooper, M.M. (1995). Cooperative learning: An approach for large enrollment courses. Journal of Chemical Education, 72(2), 162–164. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Ellis, R. (2008). Learner beliefs and language learning. The Asian EFL Journal Quarterly, 10(4), 7–25.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Ennis, R.H. (1987). A taxonomy of critical thinking dispositions and abilities. In J. Baron & R. Sternberg (Eds.), Teaching thinking skills: Theory and practice (pp. 9–26). New York: W. H. Freeman.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Facione, P.A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. Millbrae, CA: The California Academic Press.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Fain, M.A. (2001). Metaphors for learning. A cognitive exercise for students. Research Strategies, 18(3), 39–48. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Goldstein, L.S. (2005). Becoming a teacher as a hero’s journey: Using metaphor in pre-service teacher education. Teacher Education Quarterly, 32(1), 7–24.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Guiller, J., Durndell, A., & Ross, A. (2008). Peer interaction and critical thinking: Face-to-face or online discussion? Learning and Instruction, 18, 187–200. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Guerrero, M.C.M. de, & Villamil, O.S. (2002). Metaphorical conceptualization of ESL teaching and learning. Language Teaching Research, 6 (2), 95–120. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hashemi, M.R., & Ghanizadeh, A. (2012). Critical discourse analysis and critical thinking: An experimental study in an EFL context. System, 40(1), 37–47. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hart, G.A. (2009). Composing metaphors: metaphors for writing in the composition classroom. Unpublished PhD thesis. Ohio University.
Jones, B.A. (2006). Metaphors for L2 teachers and students. Retrieved September, 11, 2011, from Teachers helping Teachers 2006 Proceedings website: [URL].
Ku, K.Y. (2009). Assessing students’ critical thinking performance: Urging for measurements using multi-response format. Thinking Skills and Creativity, 4, 70–76. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lakoff, G., & Johnson, M. (1980/2003). Metaphors we live by. Chicago, IL: University of Chicago Press.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lantolf, J.P., & Thorne, S.L. (2006). Sociocultural theory and the genesis of L2 development. Oxford: Oxford University Press.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Leavy, A.M., McSorley, F.A. & Boté, L.A. (2007). An examination of what metaphor construction reveals about the evolution of preservice teachers’ beliefs about teaching and learning. Teaching and Teacher Education, 23, 1217–1233. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Littlemore, J. (2004). Conceptual metaphor as a vehicle for promoting critical thinking skills amongst international students. In L. Sheldon (Ed.), Directions for the future: Directions in English for academic purposes (pp. 43–50). Oxford: Peter Lang.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Littlemore, J., & Low, G.D. (2006). Figurative thinking and foreign language learning. Basingstoke, UK: Palgrave Macmillan. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Low, G.D. (2008). Metaphor and education. In R. Gibbs (Ed.), Cambridge handbook of metaphor and thought (pp. 212–230). Cambridge, UK: Cambridge University Press. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lun, V.M., Fischer, R., & Ward, C. (2010). Exploring cultural differences in critical thinking: Is it about my thinking style or the language I speak? Learning and Individual Differences, 20, 604–616. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Martinez, M.A., Sauleda, N., & Huber, G.L. (2001). Metaphors as blueprints of thinking about teaching and learning. Teaching and Teacher Education, 17, 965–977. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
McGrath, I. (2006). Using insights from teacher’s metaphors. Journal of Education for Teaching, 32(3), 303–317. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Moon, J. (2008). Critical thinking. An exploration of theory and practice. Routledge: London.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Oxford, R., Tomlinson, S., Barcelos, A., Harrington, C., Lavine, R.Z., Saleh, A., & Longhini, A. (1998). Clashing metaphors about classroom teachers: Toward a systematic typology for the language teaching field. System, 26, 3–50. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Paulson, E.J., & Armstrong, S.L. (2011). Mountains and pit bulls: Students’ metaphors for college reading and writing. Journal of Adolescent and Adult Literacy, 54(7), 494–503. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Schön, D.A. (1993). Generative metaphor: A perspective on problem-setting in social policy. In A. Ortony (Ed.), Metaphor and thought (pp. 137–163). Cambridge, UK: Cambridge University Press. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Saban, A., Kocbeker, B.N., & Saban, A., (2007). Prospective teachers’ conceptions of teaching and learning revealed through metaphor analysis. Learning and Instruction, 17, 123–139. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Strugielska, A. (2008). Coherence relations and concept dynamic in learners’ personal theories. Vigo International Journal of Applied Linguistics, 5, 107–129.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Tian, J., & Low, G.D. (2011). Critical thinking and Chinese university students: A review of the evidence. Language, Culture & Curriculum, 24(1), 61–76. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Tsui, L. (2002). Fostering critical thinking through effective pedagogy: Evidence from four institutional case studies. The Journal of Higher Education, 73(6), 740–763. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Villamil, O.S., & Guerrero, M.C.M. de. (2005). Constructing theoretical notions of L2 writing through metaphor conceptualization. In N. Bartels (Ed.), Applied linguistics in language teacher education (pp. 79–90). New York: Springer. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Wan, W. (2007). An examination of metaphorical accounts L2 writers tell about their writing processes. Unpublished MA dissertation. University of York, UK.
Wan, W., Low, G.D., & Li., M. (2011). From students’ and teachers’ perspectives: Metaphor analysis of beliefs about EFL teachers’ roles. System, 39(3), 403–415. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Zapata, G.C., & Lacorte, M. (2007). Preservice and inservice instructors’ metaphorical constructions of second language teachers. Foreign Language Annals, 40(3), 521–534. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Cited by (2)
Cited by two other publications
This list is based on CrossRef data as of 24 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.