A virtual environment for critical thinking skills in ESL

This research paper describes the results of the implementation of virtual learning in an undergraduate International Relations English Course at Universidad Del Norte. The purpose of the course modification was to improve students critical thinking skills and coherence in writing. This experience was carried out for one year with the participation of 80 students of four groups. The instruments of data collection were surveys, interviews, and assessments concerning the state of students critical thinking skills before and after course completion. A blog and discussion written interventions were analyzed. The results obtained show a favorable progress in some critical thinking skills, particularly, argument evaluation. Results of data analysis also show that this experience of collaborative learning was widely accepted by the students involved.