Speaker
Description
This pilot study examines how commercial games in Japanese university SALC sessions can elicit critical thinking talk (e.g. giving reasons, taking perspectives, disagreement, etc.) during negotiation, best-move reasoning, and hidden-role discussion. Survey and reflection data are interpreted through Near-Peer Role modeling, Communities of Practice, sociocultural mediation, and critical-thinking work in Japanese EFL contexts. Attendees will receive micro role cards and debrief models that transfer reasoning in games to academic discussion tasks.
References
Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Murphey, T., & Arao, H. (2001). Reported Belief Changes through Near Peer Role Modeling. TESL-EJ, 5(3).
Stapleton, P. (2001). Assessing Critical Thinking in the Writing of Japanese University Students: Insights about Assumptions and Content Familiarity. Written Communication, 18(4), 506-548. https://doi.org/10.1177/0741088301018004004
Swain, M., Kinnear, P., & Steinman, L. (2015). Sociocultural Theory in Second Language Education: An Introduction Through Narratives (2nd ed.). Multilingual Matters.
Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.
Short summary
This pilot study examines how commercial games in Japanese university SALC sessions can elicit critical thinking talk (e.g. giving reasons, taking perspectives, disagreement, etc.) during negotiation, best-move reasoning, and hidden-role discussion. Survey and reflection data are interpreted through Near-Peer Role modeling, Communities of Practice, sociocultural mediation, and critical-thinking work in Japanese EFL contexts. Attendees will receive micro role cards and debrief models that transfer reasoning in games to academic discussion tasks.
Keywords
critical thinking
near-peer role models
game-based learning
Abstract
Critical thinking in language learning can become visible when learners must justify claims, evaluate alternatives, and revise judgments through interaction. This pilot mixed-methods study looks at how commercial games in a Japanese university SALC session can elicit giving reasons, taking perspectives, and how student facilitators support these processes as near-peer role models. The study is framed by critical thinking in Japanese EFL contexts (Stapleton, 2002), Communities of Practice (Wenger, 1998), Near-Peer Role Models (Murphey & Arao, 2001), sociocultural mediation in L2 learning (Swain, Kinnear, & Steinman, 2015), and motivation via psychological needs (Deci & Ryan, 2000).
Participants engaged in game-based sessions including negotiation games (e.g., Settlers of Catan, Magic: The Gathering), hidden-role argumentation (Wordwolf/Werewolf), collaborative problem-solving (Forbidden Island), and wordplay (Quiddler), to name a few. Data includes a Likert survey and open-ended reflections. Quantitative items target perceived near-peer modeling, willingness to speak, leadership/role-taking, and perceived critical thinking demands (e.g., justifying votes, negotiating fairness). Qualitative responses are thematically coded for thinking moves (reasons, counter-reasons, belief revision) and facilitation moves (rule mediation, turn management, support, affective encouragement).
Findings suggest game talk can encourage thinking through speaking, while structured micro roles may be necessary to broaden participation in justification and leadership practices. Practical implications include role-rotation routines and debrief prompts/models that transfer game-based reasoning to academic discussion tasks.
| Scheduling preference | Anytime on Saturday |
|---|---|
| Title | Near-Peer Facilitation and Critical Thinking Talk in Game-Based Learning |