View in EDS

An Instructional Framework Integrating Reflective and Collaborative Learning to Develop College Students' Critical Thinking and Literary Appreciation

Saved in:
Bibliographic Details
Title: An Instructional Framework Integrating Reflective and Collaborative Learning to Develop College Students' Critical Thinking and Literary Appreciation
Language: English
Authors: Yi Li, Nirat Jantharajit, Sarit Srikhao
Source: International Education Studies. 2026 19(2):24-32.
Availability: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies
Peer Reviewed: Y
Page Count: 9
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Undergraduate Students, Language Arts, Literature, Higher Education, Critical Thinking, Literature Appreciation, Reflection, Cooperative Learning, Learning Strategies, Lecture Method
Geographic Terms: China
ISSN: 1913-9020
1913-9039
Abstract: In modern higher education, fostering critical thinking and literary appreciation is essential. This study examines an instructional approach integrating reflective and collaborative learning to enhance these skills. Reflective learning cultivates self-evaluation and deep analysis, while collaborative learning promotes peer interaction and knowledge construction. Using an experimental design, the study involves second-year literature students at Lijiang Normal Junior College, dividing them into an experimental group (integrated learning) and a control group (traditional instruction). Pre- and post-tests assess students' improvements in critical thinking and literary appreciation. Statistical analysis confirms that the integrated approach significantly enhances students' analytical abilities and literary engagement. These findings suggest that combining reflective and collaborative strategies can be an effective pedagogical model for literature education.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505327
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1505327
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1505327
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: An Instructional Framework Integrating Reflective and Collaborative Learning to Develop College Students' Critical Thinking and Literary Appreciation
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Yi+Li%22">Yi Li</searchLink><br /><searchLink fieldCode="AR" term="%22Nirat+Jantharajit%22">Nirat Jantharajit</searchLink><br /><searchLink fieldCode="AR" term="%22Sarit+Srikhao%22">Sarit Srikhao</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22International+Education+Studies%22"><i>International Education Studies</i></searchLink>. 2026 19(2):24-32.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 9
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Arts%22">Language Arts</searchLink><br /><searchLink fieldCode="DE" term="%22Literature%22">Literature</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Literature+Appreciation%22">Literature Appreciation</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection%22">Reflection</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Lecture+Method%22">Lecture Method</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1913-9020<br />1913-9039
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In modern higher education, fostering critical thinking and literary appreciation is essential. This study examines an instructional approach integrating reflective and collaborative learning to enhance these skills. Reflective learning cultivates self-evaluation and deep analysis, while collaborative learning promotes peer interaction and knowledge construction. Using an experimental design, the study involves second-year literature students at Lijiang Normal Junior College, dividing them into an experimental group (integrated learning) and a control group (traditional instruction). Pre- and post-tests assess students' improvements in critical thinking and literary appreciation. Statistical analysis confirms that the integrated approach significantly enhances students' analytical abilities and literary engagement. These findings suggest that combining reflective and collaborative strategies can be an effective pedagogical model for literature education.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1505327
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1505327
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 24
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Language Arts
        Type: general
      – SubjectFull: Literature
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Critical Thinking
        Type: general
      – SubjectFull: Literature Appreciation
        Type: general
      – SubjectFull: Reflection
        Type: general
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Learning Strategies
        Type: general
      – SubjectFull: Lecture Method
        Type: general
      – SubjectFull: China
        Type: general
    Titles:
      – TitleFull: An Instructional Framework Integrating Reflective and Collaborative Learning to Develop College Students' Critical Thinking and Literary Appreciation
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Yi Li
      – PersonEntity:
          Name:
            NameFull: Nirat Jantharajit
      – PersonEntity:
          Name:
            NameFull: Sarit Srikhao
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 1913-9020
            – Type: issn-electronic
              Value: 1913-9039
          Numbering:
            – Type: volume
              Value: 19
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: International Education Studies
              Type: main
ResultId 1