scholarly journals Cultivation of Critical Thinking Abilities in English Writing Teaching

2018 ◽  
Vol 8 (8) ◽  
pp. 982
Author(s):  
Jie Liu
Keyword(s):  
Critical Thinking ◽  
Learning Objects ◽  
English Writing ◽  
Critical Thinking Ability ◽  
Key Skills ◽  
Writing Course ◽  
Writing Portfolio ◽  
Thinking Ability ◽  
English Majors ◽  
English Major

Critical thinking is one of the key skills for English majors, while the “critical thinking deficiency” is a commonplace among English majors in our country. The reasons for the “Critical Thinking Deficiency” of English major students lie in the ambiguous learning objects, the misleading guidance of teaching methods and the narrow knowledge, etc. It is effective to combine the development of critical thinking in the English writing process to improve the “critical thinking deficiency” among English major students. The paper aims to explore the development of the critical thinking ability in the English writing course by setting the real writing task, adopting the multi-draft writing, and establishing the students’ writing portfolio, and in these ways the analyzing abilities, critical thinking abilities and the abilities to solve problems can be fostered , thus the students’ writing abilities can be improved.

scholarly journals The Influence of PBL Teaching Mode on Critical Thinking Ability for Non-English Majors under Network Environment

2018 ◽  
Vol 228 ◽  
pp. 05022
Author(s):  
Ying Wang
Keyword(s):  
Critical Thinking ◽  
Test Group ◽  
Control Group ◽  
Teaching Mode ◽  
College English ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
English Majors ◽  
The Difference ◽  
Section Result

In order to explore the effect of PBL teaching mode on the cultivation of critical thinking ability for non-English majors, this paper uses case analysis method to explain the process of applying PBL teaching mode to non-English Majors’ College English course teaching, namely, preparation questions stage before class, classroom activity stage and classroom reflection section. Result: before teaching, there was no statistical difference between the two groups of students’ CTDI-CV score and the scores of each item (P > 0.05). After teaching, the total scores of CTDI-CV items in the test group were higher than those in the control group, the difference was statistically significant (P < 0.05). The experiment shows that the PBL teaching mode is superior to the LBL teaching mode, which is conducive to improving students’ critical thinking ability.

scholarly journals A Study on the Cultivation of Critical Thinking Ability of English Majors

2018 ◽  
Vol 8 (3) ◽  
pp. 349
Author(s):  
Zhen Zhou
Keyword(s):  
Critical Thinking ◽  
Evaluation System ◽  
Teaching Method ◽  
Student Evaluation ◽  
Classroom Teaching ◽  
College English ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
English Majors ◽  
Innovation Ability

The critical thinking ability is the premise and foundation of innovation ability. It is also an important goal of talents training in higher education. College English teaching should not only focus on the cultivation of students’ English knowledge and skills, but also the cultivation of students' critical thinking ability. This article first discusses the connotation of critical thinking ability, followed by theoretical foundation introduction and analysis of the problems of critical thinking cultivation of English majors, and finally puts forward the countermeasures of cultivating students' critical thinking from the following eight aspects: paying attention to classroom questioning skills, changing the classroom teaching mode, creating relaxing teaching atmosphere, building a new student evaluation system, designing the classroom teaching reasonably and improving teachers' critical thinking ability and raising students' awareness of critical thinking ability self training, adopting PBL teaching method, in order to effectively cultivate students' independent thinking and judgment ability, and to better improve the teaching effect of college English.

scholarly journals The Cultivation of College Students’ Critical Thinking Ability Based on Task-based Cooperative Writing

2019 ◽  
Vol 10 (3) ◽  
pp. 557
Author(s):  
Xiaoling Liu ◽  
Ting Yao
Keyword(s):  
College Students ◽  
Critical Thinking ◽  
Self Regulation ◽  
Significant Degree ◽  
Writing Development ◽  
Writing Proficiency ◽  
Writing Quality ◽  
English Writing ◽  
Critical Thinking Ability ◽  
Thinking Ability

This study attempts to explore the effectiveness of task-based cooperative writing instruction on critical thinking and English writing development. To address the issues, an experiment is carried out between two university classes, who received task-based cooperative writing and traditional non-source based writing respectively. Based on the analysis, the major findings are obtained as follows. Firstly, task-based cooperative writing could effectively cultivate college students’ critical thinking abilities in general and students’ critical thinking affective disposition and cognitive skill to a significant degree in particular; Secondly, as for the 7 critical thinking sub-dispositions, the analyticity is improved to a significant level while CT-confidence, inquisitiveness, truth-seeking, maturity, open-mindedness and systematicity are not significantly enhanced. And as for the 6 critical thinking sub-skills, interpretation, explanation, inference, and analysis are all developed to a significant extent while self-regulation failed to reach the significant level; Finally, students’ writing proficiency is also promoted. College students’ critical thinking ability is positively and significantly correlated with their writing proficiency. Among the critical thinking sub-dispositions, there exists a positive correlation between students’ writing quality and truth-seeking as well as maturity. And the correlations between the writing quality and all the critical thinking sub-skills are positive and significant.

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