NUFS TEACHER DEVELOPMENT SYMPOSIUM PROCEEDINGS

Incorporating Critical Thinking in Language Classrooms
WAN JUNG AMY LIN
Nagoya University of Foreign Studies
Abstract
Whether or not to teach critical thinking skills in language classrooms has long been discussed
among language teachers. This paper first reviews different viewpoints in the current literature
on including critical thinking in language classrooms. Next, the author will share some simple
activity ideas that incorporate critical thinking into content-based integrated English skill
courses through questions asked after reading and giving presentations, different types ofdebates, and discussion questions that require evaluative and analytic skills. After a semesterof instruction, a short questionnaire identifies Japanese students’ struggles in asking questions
and thinking deeper when they read and listen. Survey also indicates their increased motivationand curiosity towards topics covered in the curriculum, all of which facilitate English
production. Future studies should focus more specifically on asking questions and its
psychological effects on language learners, as well as implications on building a safe
community when practicing critical thinking skills.
Incorporating Critical Thinking in Language Classrooms
In Japan, the mandatory English education system that requires students to study English inorder to pass the entrance examinations demotivated students in English learning, regardlessof levels (Kikuchi, 2013). Studying English is then considered passive, receptive, and irrelevant
in Japan. Thus, it is relevant to ask how curricula can be presented differently between highschool and university. The author proposes that educators train students to actively process
information and contemplate what they receive in class. In this way, educators can avoid
memorization and grammar-translation—identified as one of the five demotivating factors
among Japanese university students (Kikuchi, 2009, as cited in Kikuchi, 2013).
Introducing critical thinking seems to provide a new perspective on language teaching.
Shirkhani and Fahim (2011) suggested that the promotion of critical thinking encouraged
learners to take charge of their thinking, which helped them “monitor and evaluate their own
ways of learning more successfully” (p. 112). They continued to state that learning how tothink critically made language learning more meaningful to students (Shirkhani & Fahim,2011).
This paper aims to promote student motivation by posing two questions regarding the
researcher’s designed activities in her integrated skill English classes:
RQ1: To what extend does critical thinking help learners in language learning?
RQ2: Does critical thinking help language learners to be more confident and motivated intheir overall communication?
In this paper, the author will briefly review some benefits and concerns about teaching criticalthinking, introduce a few activities conducted in her integrated-skill English classes, andstudents’ feedback on the activities collected in July 2020.

CRITICAL THINKING IN LANGUAGE CLASSROOMS
Literature Review
The Role of Critical Thinking in Language Classrooms
Atkinson (1997) called for educators’ attention to be cautious in teaching language learners
critical thinking skills. Atkinson described critical thinking as a social practice imprinted in
English-speaking cultures, believing individualism and self-expression were culturally uniqueto Western cultures. Educators might be imposing values that did not align with learners’
cultural values by teaching critical thinking skills. Atkinson believed that Asian cultureemphasized contextualization, consent, and relationships with the world, which impeded
analytical skills by Western norms. Of course, Atkinson did not claim that language learners
did not think; rather, learners had their own ways of thinking from their respective cultural
backgrounds, and it, in most cases, did not align with Western logic and arguments (Atkinson,
1997, 2003; Cutrone, 2010; Park, 2013, as cited in DeWaelsche, 2015). Thus, pressuring
language learners to decontextualize and align with the Westerners’ norms could draw potential
problems (Atkinson, 1997, 2003; Cutrone, 2010).
Despite the consideration of learners’ cultural differences, other educators criticized thestereotypes implied in the previous point of view, which indicates the tendency to dichotomize
the world into two cultures, the West and the East (Kubota, 1999; Kumaravadivelu, 2003). The
categorization of viewing Western as critical, analytical, decontextualized, and Eastern asvague, ambiguous, relational demonstrates how culture was understood as “fixed, objective,
homogeneous, ahistorical, and apolitical […] [that did] not recognize the organic and plural
nature of culture influenced by political and ideological forces and intricate power relations
within the culture and between cultures at a certain time” (p. 17, Kubota, 1999). The labels also
overlooked the complexity of postcolonial and poststructuralist views of cultures.
Further, the argument that language educators should not impose different ways of thinking on
language learners lacked poststructuralist and postcolonial concerns (Kubota, 1999, 2004).
Language educators should include critical pedagogies to help learners find their voices in theworld rather than being consumed by the ideas dictated by the government or the world (Kubota,
1999; Crookes, 2012; Sultan et al., 2017).
Critical Thinking in the Curriculum
One of Atkinson’s concerns in his 1997 article was that there had never been a clear definitionof critical thinking. Different scholars had proposed various definitions without a conclusion.
He then drew from Johnson (1992, as cited in Atkinson, 1997) that critical thinking wasinterchangeable between terms like “metacognition, higher order thinking skills, problem
solving, rationality, and reasoning” (p.74). However, despite various versions of different
definitions throughout history, Davidson (1998) argued that there was a significant area ofoverlapping with little difference, even when viewed as “paraphrases of the same concept”(p.120). Yet, Davidson encouraged educators to teach Japanese learners critical thinking skills
to succeed in the academic world (also see Bagheri, 2015).
From the historical trend of critical thinking, Lai (2011) explained how it has turned from aphilosophical perspective (e.g., quality of what people think) to cognitive behaviorists (e.g.,
how people think). Cognitive behaviorists studied what behaviors and skills people perform.
Elder and Paul (1994) stated that “critical thinking is best understood as the ability of thinkers
to take charge of their own thinking” (p. 34) rather than social norms. Bagheri (2015) suggested

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CRITICAL THINKING IN LANGUAGE CLASSROOMS
that educators should teach critical thinking as a “higher use of language learning strategies.
Thereupon, the more language learning strategies used on learning the language, the better
language learning will result” (p. 975).
Bloom's taxonomy was the most well-known in critical thinking in the education field (Lai,2011). Bloom’s taxonomy on critical thinking portrays a hierarchical model whereinremembering and understanding are essential skills, followed by applying and analyzing in the
middle and evaluating and creating the top of the pyramid (Baker & Westbrook, 2018). Thistaxonomy is adopted in this paper due to the straightforwardness and simplicity of the six skills.
Due to course textbook selection, the six skills were only introduced to students verbally withsome examples. Throughout the semester, the words analyze, apply, evaluate, and create arerepeatedly mentioned in class. Remember and understand seem to be skills that students haveachieved by answering comprehension questions. Simultaneously, the author also believed thateach individual has different behaviors in their critical thinking journey. Emphasizing these six
skills did not mean eliminating other behaviors. For example, Moore (2013) interviewed
seventeen tenured staff from various academic fields in an Australian university to elicit theirunderstanding and practicality of critical thinking in their teaching. The seven definitions andbehaviors were critical thinking as judgment-making, skeptical and provisional view ofknowledge, simple originality, careful and sensitive reading of the text, rationality, theadoption of an ethical and activist stance, and self-reflexivity. In class, for example, the author
encouraged learners to be reflective, even though it was not included in the six skills of Blooms.
Classroom Activities
The author has been experimenting with different routine activities in her integrated-skill
content-based English classes. Activities were done in physical classrooms in 2019, while in2020, due to the COVID-19 outbreak, courses had been moved online, and activities wereredesigned to fit the online setting. The author will introduce the revised activities that she
incorporated online from April to December 2020.
Reading
While reading textbook articles, students were instructed by the researcher to annotate the text,
including underlining, circling, commenting, and asking questions. Underlining and circling
help students focus on text and gather essential information. Commenting, for example, “True,”“Interesting,” and “This is new to me” helps readers identify what kind of information it is.
Asking questions allows students to stay curious about the topic and think actively about whatis written, rather than reading receptively. Asking questions during reading helps students toleave rote memorization and memory recall during the reading process, and it transforms
receptive tasks into more student-guided thinking and cultivates metacognitive reading
strategies (Singer, 1978; Magogwe, 2013; Joseph et al., 2016).
In-Class Handout
As a unit assignment, students completed the following tasks (see Appendix A for an example
from one unit):
1. New Findings: students wrote down newly learned information from the reading.
2. Question Asking: students wrote down any questions they raise while reading.
3. Research: students chose one of their questions and researched for answers online.
4. Reflection: teacher provided a few questions that required critical thinking for the students
to answer in a short paragraph.

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CRITICAL THINKING IN LANGUAGE CLASSROOMS

Question Sharing and Discussion
The author designated time for students to share their unique and self-generated questions(Task 2 of the in-class handout) in pairs or groups in class, identified as social reading strategies(Magogwe, 2013). This was to promote collective learning where students explored the same
topics from different perspectives.
Speaking
The integrated skills courses included a considerable amount of speaking and listening
activities in class (while reading and writing outside the classroom). The nature of speaking,regardless of conversation or presentation, required immediate responses in communication.
Students were encouraged to ask questions promptly to demonstrate their curiosity toward theclass content and classmates’ opinions.
In-Class Discussions
In-class discussion questions were carefully designed to not only share ideas but also to urge
students to exercise their prior knowledge, analyze given information or current events,
evaluate specific plans, apply class material into their daily lives, or create plans to solve
problems. It was critical that students learned how to confidently express their disagreement inthese discussions and provide supporting reasons. Asking follow-up questions was then an
essential skill in conversations of this kind.
Q & A Discussions after Presentations
At the end of every presentation in class, the audience was obliged to ask questions
immediately, while the presenters must take questions and reply immediately. It requires a highlevel of concentration when listening to their classmates’ presentations. The author also
encouraged the audience to take notes and think of questions to ask while listening, rather than
thinking about questions after the presentation ended.
Casual Debates
This debate activity is done regularly in class. The students are paired up for a debate topic, forexample, “the government should take care of the civilians’ health” on a unit about fitness andhealth. They would play ‘Rock, Paper, Scissors’ to decide who agrees on the statement andwho does not. It is to help students to improvise reason and questions. It also requires active
listening to be able to come up with questions or arguments against the partner.
Group Debates (Roleplay)
This collaborative group activity was only conducted for the second-year course for almost allunits (see Appendix B for debate topics and details). With each unit topic, a prompt was given
to students a week before the debate day, as well as a different role assignment (see Table 1 asexample). According to the assigned roles and given situation and positions, students would
research for the information they needed to participate in the debate. A week later, on the debate
day, students were placed into groups of the same roles for a 5-minute uchiawase meeting (i.e.,
pre-meeting in Japanese) where they exchanged their research and ideas. Later, they wereplaced into their debate group. The role which called the meeting would be the moderator (forexample, the head politician in Table 1 was the moderator). It was ideal that different members,
not solely the moderator, would question each other in groups, but it depended on the topic,
group dynamics, and the moderator. The debate activity usually took about 20 to 25 minutes.

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To better explain the activity and planning, the author would use a Unit 6 scenario from thePrism Reading 2 textbook, which included a video introducing an artificial river project inChina planned to solve water shortage in Northern China. The author considered the project asa relevant, complicated, and debatable one to review issues related to animals (Unit 1),
environment (Unit 2), and technology (Unit 6). After watching the video together in-class andchecking comprehension, students discussed the advantages and disadvantages of this projectin China. Then, the author introduced the debate scenario and assigned roles (see Table 1). A
week later, on the debate day, the head politician started the meeting, took notes, and made thefinal decision.
Table 1
Role Assignment for Unit 6: Discovery and Invention
Group Roles
1
You are a fisherman in China. The polluted water from the south will pollute the lake.
You can’t fish anymore.
2
You are an environmental activist. This project is going to damage nature and theenvironment. You don’t want to see that.
3
You are a farmer in the North. You need the water for farming.
4
You are a resident in Beijing (in the North). You need the water from the south.
5
You are working for a construction company. You want the income, so you want the
project.
6
You are the head politician. You will ask questions to ask the group, lead theconversation, take notes, and make a final decision.
Student Responses and Discussion
A questionnaire was given in July 2020 to university sophomore and junior students majoringin a foreign language other than English (n=46) after a semester of instruction (from April toJuly 2020). All questions given in English and Japanese. It was made clear that participationin the questionnaire was voluntary and did not affect their grades or relationship with the author.
Students responded to eight statements based on a four-point Likert scale from 1 (strongly
disagree) to 4 (strongly agree), followed by three open-ended questions (see Table 2). All
English and Japanese responses were accepted, and Japanese responses were translated into
English by the author.
Questionnaire results show that students felt optimistic about asking questions, critical thinking,and researching even after one short semester of instruction. Based on items 1 and 6 (see Table3), asking questions was not an easy task for most sophomore and junior students. Yet, they
considered it helpful to stay curious about different topics when studying English. The survey
did not show significance if researching their proposed research questions was difficult;nevertheless, it was optimistic that the act of researching was something they enjoyed doing.

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Table 2
Survey Questions
Item Questions
1
I think asking questions is difficult.
2
I think asking questions helps me to be curious.
3
I think asking questions helps me to think and explore deeper in different topics.
4
I think research on the questions I make is interesting.
5
I think research on the questions I make is hard.
6
When I read or listen to presentations, I can come up with questions easily.
7
I think after learning how to think critically, I was challenged to use more variety ofEnglish words.
8
I think I became more confident and prepared when I talk about these topics inEnglish after learning how to think critically.
9
What did you learn the most from critical thinking skills?
10
How do you feel about yourself when you can think deeper about certain topics?
11
Any other thoughts?
In terms of vocabulary learning, it is significant to see learners were more aware of theincreased vocabulary they have gained during the semester. In the EFL context, vocabularyacquisition can be challenging for language learners. Siyanova-Chanturia and Webb (2016)indicated that “English vocabulary knowledge and learning rates in the EFL context fall far
short of what is considered to be a norm in the L1 context” (p. 229). Comparing vocabulary
learning between the EFL context and the L1 context could be unrealistic, but it was important
to notice the factors between the two. Siyanova-Chanturia and Webb (2016) specified a numberof factors, including insufficient input and output. Therefore, students’ acts on researching on
their generated questions granted them opportunities for exposures to new vocabulary, similar
to the effect on extensive reading, which was considered helpful in vocabulary acquisition(Siyanova-Chanturia and Webb, 2016). On another note, researchers have proposed
metacognitive reading strategies helped learners acquire vocabulary (Tseng et al., 2006;
Cubukcu, 2008; Teng & Reynolds, 2019). Unfortunately, the survey did not include learner
metacognitive behavior to indicate which activity or behavior was helpful in their vocabularyacquisition. On item 8, it is encouraging to observe that students felt more confident after asemester of various activities that cultivated critical thinking.
As shown by responses to the open-ended questions, students also showed more confidence
and maturity about themselves when trying to think more critically. On item 9 about what
students have learned through critical thinking, they expressed that they learned to examine allreceived information (including the textbook), not to make any judgment calls right away, andbecame more objective than before. It is significant that they learned to think from various
perspectives and angles, to think deeply, and to stay interested, curious, and knowledgeable.

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Table 3
Survey Results
Item
Asking questions
1 Asking questions was difficult.
6 Asking questions after presentation was easy.
Helpful in thinking and researching
2 Helped curiosity
3 Helped think in-depth
4 Researching self-generated questions wasinteresting
5 Researching self-generated questions was
hard
Self-improvement
7 Vocabulary acquisition
8 Improved confidence
Note. 1 = strongly disagree, 4 = strongly agree

Count
1
2

3

4

Mean

SD

2
4

13
23

25
15

6
4

2.76
2.41

0.73
0.77

0
0

1
0

7
10

38
36

3.80
3.78

0.45
0.42

2

0

18

26

3.48

0.72

2

17

14

13

2.83

0.90

0
0

8
12

31
26

7
8

2.98
2.91

0.57
0.66

Some students also responded that they had used English words that they had never used before.
The survey responses also showed that they learned how to ask questions, how to discuss, andhow to approach problems, how to listen to others more seriously and closely to understandtheir answers, and to have their own opinions and not to be afraid to say no and criticize. It is
probably more encouraging to see one response connecting the experience of critical thinking
to be more reflective and relevant:•“I realize that thinking deeply means being able to know what I really feel.” (S10)In terms of students’ self-image, among those who answered the question, 87% of the responses
were very positive, showing that they felt more knowledgeable, confident, more interested andcurious, happy, proud, concentrated, enthusiastic, cool, excited, educated, sense ofachievement, fulfilled, actively working, and mature. Some responses also included that theyfelt their researching skills had improved. Further, the activities provided opportunities leading
to the discovery of more advanced vocabulary:•“As I am researching, I would encounter more technical or advanced vocabulary, and it isuseful for studying.” (S35)

Some students also expressed that they had never been given opportunities to think, posequestions, and research like this:•••“It was a lot of fun researching on the areas that others may not be interested or areas I
never doubted or wondered. It was the first time for me to express my own opinions, so I
enjoyed the class very much. (S8, translation)“It is hard to think the topics deeply because I didn’t have such opportunities so much.”(S26, translation)“I have never had classes where I had to research on the lesson topics further…” (S40,translation)

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Through the activities, they learned to explore more actively on their own to connect what theylearned in class and reflected on their lifestyles and behaviors. It was also due to the nature of
critical thinking, where there is no “yes” and “no” in the first place; the students feel more
comfortable saying “no” and express their honne (i.e., “real opinions”) due to their growing
critical thinking skills. These safe places are needed in university classrooms while promoting
critical thinking:•••“…but by acquiring critical thinking skills, I could link the lesson topics with my personal
life, reflect it effectively, and improve my quality of life. I became proud of myself for being
able to do that, and I was confident that I might have become a little more mature.” (S40,translation)“it is important to think about one thing, and through thinking I get to see how I can improve
my behavior and arikata (what I thought I should have behaved).” (S45, translation)“I want a place where I can think and give my opinion [;] I want to think deeply, I value
many things I gained from it. I thought I didn’t understand myself even though I was myself.
[This class] is unique, but I find it fresh and fun.”(S8)Importantly, extensive thinking can drain students’ energy sometimes. Since they were
continually thinking and questioning, and as mentioned before, it could be their very first time
doing this explicitly and purposely, they found themselves sometimes skeptical, feeling
ignorant, and tired. The more they researched, the more they wondered what was true:•••“It’s very fulfilling to ponder a particular topic and find out what you’re wondering about,but at the same time, the feeling of ignorant is tiring.” (S30, translation)“[It is difficult to] consider what is the answer.” (S34)“Doing it required a lot of time so first parts are hard.” (S3)Overall, students’ responses were encouraging and positive. One student also shared thenecessity of teaching critical thinking in the Japanese school systems:•“I think the movement for teaching critical thinking in Japan is great and it should be taught
in all schools.” (S15)

Limitations and Implications
For future lesson improvements, the author will continue developing similar activities to help
learners think critically, especially through debates and discussions, with more student choices.
Also, the survey of July 2020 is comparatively short and general. It is desirable to survey
students with more specific questions, particularly about how the action of asking questions
benefits or harms learners in their presentations (both presenters and audience), debates, anddiscussions. At the same time, it is essential to examine how learners see themselves and othersin learning to think critically. Another idea is to assess if learners develop more responsibility
and autonomy in their learning. Finally, it is possible that when learners connect English
learning to their own lives and reflect on their past actions, some may feel discomfort and needemotional support. Learners especially need a safe place to confidently express their opinions
and disagreement in a language they are still uncomfortable with. It is essential to investigate
what kind of support can instructors and the class community provide.

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Conclusion
Regardless of the extent to which Japanese educators believe in critical thinking, Japanese
students responded positively to learning critical thinking skills. It benefits learners not only toobtain practical and useful information in English but also helps them be critical and reflectivein their own learning. Learning to be independent thinkers helps learners to connect what theylearn in class and how they behave. Bohon et al. (2017) described learning as “[requiring] aconstant back and forth of conflict resolution, [and involving] internal conflict as a learnermoves between reflection and action and between feeling and thinking” (p.614, Kolb’s
experiential learning theory, 1984). The practice of critical thinking benefits language learning.
As described in the discussion, the possible emotional experience of applying critical thinking
skills in English participation also becomes part of the learners’ linguistic repertoire, “the lived
experience of language” (Busch, 2015, p. 341).
Of course, it can be dangerous if language educators judge how learners process theirinformation and how they think. Teaching critical thinking to students is not to impose theeducator’s ways of thinking on their students; it is to help learners and educators understandwhat is different in their ways of thinking and why there are differences. Throughout theprocess, all involved parties can reflect on themselves and on their thoughts that, so far, they
had taken for granted. Therefore, asking questions is an effective start to cultivate higher-level
thinking, and it does avoid Japanese educators’ tendency to justify or criticize students’ waysof thinking. Examining learner confidence through thinking critically can be deducted as abetter approach than assessing critical thinking skills.
BIO DATA
Wan Jung (Amy) Lin has been teaching English in Japan for the past eight years, from K-12
to university, and is currently a full-time lecturer at NUFS. She received her MS in TESOL
from California State University, Fullerton. As an immigrant from Taiwan to the US and Japan,
her main research interests include intercultural communication, critical pedagogy,
empowerment, and multiculturalism.
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Appendix A
This is an example of an in-class handout from one chapter from another course with the
textbook Reading for Today 3: Issues.
Integrated English 4
Chapter 12 In-class Assignment
Vocabulary
Do you have any vocabulary words you want to try to use in this assignment? Here are the words from this chapter.
If you have other English vocabulary or phrases you want to use, please put them down in the blanks. You can
add more blanks too.
affordable
amazingdevastating
automatically effectively
exhausted
incision
optionperform
react
reality
recoverrequireskeptical
task
Traditional
Traumatictreatment

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Reading
1. New findings?
What is something new that you learned from this article?

2.
Questions that help you think
We have talked about what critical thinking is like. Please write down the questions that you have while you read.
You can specify lines if it’s from the reading. For example, “Have we seen any errors from surgical robots?” “Do
doctors need a special license to operate a robotic surgery?”

Understanding and exploring the reading
3.
Research
Please choose two questions from part 2, and research for answers. You can research Japanese sites, but pleasewrite some answers in English here. Bullet points are OK.
Your Question:
・Source:Your Question:
・Source:Reflection
4.
There are a few questions to help you reflect on this chapter. You can choose one question andwrite about it. One paragraph of about 100 words is good.
a. Robotic surgery would allow surgeons to perform operations on patients miles away. Do you think apatient would want a surgeon who is so far away? Why or why not?
b. How can modern technology help a surgeon perform an operation that is less dangerous for the patient?
What do you think?
c. To see robotic surgery more common and available to people in Japan, what needs to be improved tosee more robotic surgery in reality? For example, health insurance system, medical education, better
Internet connection, and more. Please choose one area, and explain why it needs to be improved andwhy it is necessary.

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CRITICAL THINKING IN LANGUAGE CLASSROOMS
Vocabulary
Did you use those vocabulary words? Of course, it is OK that you didn’t use them. If you did, pleasehighlight those words in your writing. Use CTRL+F or Commend+F to look for the words and highlightthem. (Choose your favorite color.) Of course, any form is OK. For example, joy becomes joyful.
If you don’t know how to highlight, this is how you do it.

Appendix B
Group debate (role play) topics for all units.
Unit Unit Topic
3

4

Debate Topic

Designer
Acknowledgements
Transportation Mayor Kawamura would like to improve Nagoya’s traffic Niall Walshcongestions and listens to different plans to make the final decision.
Roles and instructions:- Work for a road construction company. You want that money.
- You work for a transportation development company. You wantthat money.
- You want to protect the environment.
- You work for a building construction company. You want thatmoney.
- You are Mayor Kawamura. Prepare some questions to ask.
Customs and Their teacher is getting married. The secretary will listen to different Wan Jung Amy Lin
Traditions
designers and friends to plan the wedding for their busy teacher.
Roles and instructions:- A wedding planner from the USA. Plan the wedding according toAmerican culture.
- A wedding planner from Taiwan. Plan the wedding according to
Taiwanese culture.
- Wedding planner for unique themes. Prepare a wedding theme forthe secretaries.
- Hotel staff. Prepare reception and banquet for 100 guests; design
a central piece, food, and music.
- Amy’s secretaries. Please prepare questions to ask planners andstaff. Decide on location and style.

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CRITICAL THINKING IN LANGUAGE CLASSROOMSUnit Unit Topic
5

HealthFitness

Debate Topic

Designer
Acknowledgements
and Civilians and businesses are meeting with Japanese politicians to Jared Peo
decide if the government should tax products that are bad for health.
Roles and instructions:- You are a worried parent from Okinawa, which has the highest
rate of obesity in Japan. You want the tax.
- You are the CEO of Ezaki Glico; you do not want the tax.
- You are a concerned office worker. You do not want the tax.
- You are a farmer. You want the tax.
- You are the CEO of a life insurance company. You want the tax.
- You are the head politician. You will ask questions to ask thegroup, control the debate, take notes, and make a final decision.

6

Discovery
The Chinese politician listens to civilians’ opinions from the North Wan Jung Amy Lin
and Invention and South, and construction company about the artificial riverproject and decide how to proceed.

7

FashionAn eco-friendly mall in Japan would like to take in two more shops Jared Peo
but would like to avoid scandals and sweatshops. The mall ownerhas a meeting with representatives from different brands.
Roles and instructions:Representatives from Zara, Nike, Uniqlo, H&M, and GAP.
Make a sales pitch for your company & you should research possible
problems in your own company and one or two other companies.

60