Investigating problem-solving and critical-thinking skills among EFL postgraduate students in northern Thailand
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Abstract
This research employs a mixed-methods design to investigate postgraduate EFL students’ critical-thinking and problem-solving skills. Through purposive sampling, 54 Thai and international participants (between 23-25 years old with 29 females and 25 males) from three universities were selected. Quantitative data, collected through bilingual questionnaires (paper-based and online through Google form) and analyzed through descriptive statistics and t-test analysis, assessing problem-solving and critical thinking skills, revealed high proficiency among participants, with variations in creative problem-solving. Qualitative data from semi-structured interviews (face-to-face and online through MSTeam) through thematic analysis highlighted the significance of open communication, trust, and encouragement in supporting students’ academic endeavors. Challenges such as methodological obstacles and group disagreements highlighted the need for adaptability, critical-thinking, and collaborative problem-solving. Cultural and linguistic influences emerged as substantial factors impacting problem-solving approaches. The data integration emphasized the significance of skill development and the interconnectedness of language, culture, and academic performance. The discussion delves into the implications of tailored interventions, emphasizing the crucial role of supervision and cultural sensitivity. This study contributes to the broader discourse on EFL postgraduate education, shedding light on the intricate dynamics of skill development and fostering a call for further exploration and discussion within the academic community.
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