Developing Critical Thinking in Efl Classes: An Infusion Approach

ISBN-13: 9789811356735 / Angielski / Miękka / 2019 / 194 str.

Yue Lin

Spis treści

CHAPTER ONE – Core issues in developing critical thinking skills

1.1 Introduction

1.2 What Is Critical Thinking?

1.3 Can Critical Thinking Be Taught?

1.4 Should we teach thinking skills in EFL classrooms?

1.5 Can It Be Assessed?

CHAPTER TWO- Infusion Approach

2.1 Theoretical Basis of Infusion Approach

2.2 Conceptual Framework of Infusion Approach

2.3 Thinking Tasks

CHAPTER THREE- Critical Thinking and Writing

3.1 Relationship between Thinking and Writing

3.2 Writing and Critical Thinking

CHAPTER FOUR- Effectiveness of Teaching Thinking Skills

4.1 Teaching Thinking Skills in L1 Classroom 

4.2 Teaching Thinking Skills in L2 Classroom 

4.3 Effectiveness of Teaching Critical Thinking in L2 Writing Classes

4.4 Effectiveness of Infusion Lessons

5.1 Rationale and Aims

5.2 Research Questions

5.3 Mixed-Methods Approach and Case Study

5.4 Research Context and Participants

5.5 Teaching Intervention

CHAPTER SIX- Data Collection

6.1 Date Collection Instruments

6.2 Piloting the Research Instruments 

6.3 Data Analysis 

CHAPTER SEVEN- Effects on Critical Thinking

7.1 Students’ Perceptions of the Effects on Thinking

7.2 Effect on Critical Thinking Dispositions

7.3 Effect on Critical Thinking Performance

7.4 Contexts for Critical Thinking

7.5 Design of Thinking Tasks

7.6 Thinking Tasks as a Context for Enhancing Critical Thinking

CHAPTER EIGHT- Impact on Writing

8.1 Students’ Perception of Effect on Writing

8.2 Effects on Overall Writing Proficiency

8.3 Effects on Accuracy

8.4 Effects on Complexity

8.5 Effects on Fluency of Writing

8.6 The Development of Writing

8.7 Mutual Reinforcement of Critical Thinking and Language Learning

CHAPTER NIGHT- Students’ Attitudes towards and Perceptions of Infusion Lessons

9.1 Attitudes towards and Perceptions of Infusion Lessons

9.2 Perceptions of the Effects on English Learning

9.3 Perceptions of Thinking Tasks

9.4 Attitudes towards and Perceptions of Group Discussion

9.5 Suggestions for Future Lessons

CHAPTER TEN-Implications

10.1 Implications to Educational Policy

10.2 Implications to the Teaching of Critical Thinking 

10.3 Implications to Research Methodology

APPENDIXES

Appendix A: Consent Form

Appendix B. Example of Guideline in Textbook

Appendix C. Design of Tasks

Appendix D. CCTDI and CCTST

Appendix E. Self-Evaluation Questionnaire

Appendix F. Post-Intervention Questionnaire

Appendix G. English Writing Rating Criteria of NECC

Appendix H. Guideline of Clause, T-unit and Errors

Appendix I. Example of Transcription of Interview

Appendix I. Criteria of Coding Critical Thinking Elements in Writing

O autorze

Yue Lin currently is a lecturer at Shenzhen University, teaching College English for undergraduate students, and Modern English Pedagogy and English Language Testing for mater students.  She studied in Educational and Applied Linguistics and received her PhD degree from University of Newcastle (U.K) in 2014.  Her current research focuses on the second language teaching and learning, and the teaching of critical thinking.

Blurb

This book presents an innovative teaching experiment and an analytical study of critical thinking and the sociocultural theory of learning to illustrate the cognitive learning development mechanisms.  It addresses the issues in developing critical thinking, including the controversy surrounding the definition, measurement and teaching of critical thinking, particularly in the L2 context.

The book explains how infusion-thinking lessons can be structured to help students develop critical thinking along with language learning. Further, it uses a case study as a real-world example to examine the applicability and feasibility of infusion-thinking lessons in the EFL context and their effectiveness in developing students’ critical thinking and language learning.

Packed with thinking activities and techniques, this practical, hands-on manual provides original ideas and empirical data, giving teachers everything they need to plan their lessons to improve students’ critical thinking within language courses and evaluate their teaching.