Supporting data for the thesis entitled "The relationship between translanguaging and second language critical thinking during second language writing process"

Two files of datasets were attached to the HKU Data Repository. <br> File 1 is about the statistical data of the 62 participants: (1) second language scores (i.e., scores from College English Test-Band 4 as well as C-test scores); <br> (2) second language critical thinking scores (i.e., critical thinking performance in a think-aloud English argumentative writing task); <br> (3) first language critical thinking (CT) scores (i.e., critical thinking performance in a Chinese argumentative writing task); <br> (4) overall frequencies of translanguaging and frequencies of translanguaging functions (i.e., the percentage of translanguaging instances generated from think-aloud English writing process) <br> File 2 is about interview responses from 62 participants: (1) interview findings about the students' perceptions of translanguaging; <br> (2) interview findings about the students' understanding of second language critical thinking <br> <br> 62 Chinese adult English as a foreign language (EFL) students were recruited in the present study. <br> They were divided to four groups based on their English proficiency and Chinese CT levels, which were measured through College English Test-Band 4 (CET-4), an English vocabulary test named C-test, and a Chinese argumentative writing task. <br> They were also invited to write an English argumentative essay under think-aloud conditions, and then participated in semi-structured stimulated recall interviews. <br> These data collection methods showed the participants’ overall frequencies of translanguaging and the extents of translanguaging functions, their L2 CT performance and perceptions of translanguaging and L2 CT.