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ELT Journal 2002 56(3):250-257; doi:10.1093/elt/56.3.250
© 2002 by Oxford University Press
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Critical thinking in Japanese L2 writing: rethinking tired constructs

Paul Stapleton1

1 Hokkaido University in Sapporo, Japan. Email: paul@ilcs.hokudai.ac.jp

Asian learners of English are often characterized by constructs which claim that they lack an individual voice and critical thinking skills. In addition, it is said that unlike their Western counterparts, because of collectivist and hierarchical tendencies, they hesitate to express adversarial views. These behavioural patterns are claimed to be reflected in the rhetorical styles of Japanese learners when writing in English. Contrary to these claims, in an attitude survey of 70 Japanese undergraduates, the present study found little hesitation to voice opinions counter to authority figures. Moreover, participants possessed a firm grasp of elements of critical thinking. These results suggest that traditional constructs describing Asian students may no longer be accurate. Furthermore, trends in education in Japan may point to a new type of Asian learner who has an individual voice.

Received May 2001.


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