A Framework for Infusing Critical Thinking into Chinese College EFL Learners’ Argumentative Writing Process

Abstract

Written argumentation, as a language skill and a cognitive skill as well, is not easy for EFL learners. In China, related studies found that college EFL learners are weak in written argumentation due to the deficiency of critical thinking. In order to enhance Chinese college EFL learners’ argumentative writing ability, this paper reviewed the nature of argumentative writing, the relationship between critical thinking and argumentative writing and previous studies on effects of critical thinking instruction into argumentative writing, and then pointed out that it is reasonable to infuse critical thinking into argumentative writing process in Chinese EFL context. With teachers’ feedback and students’ reflection as the pedagogical tool, the author synthesized an instruction framework for infusing critical thinking skills into Chinese EFL learners’ argumentative writing process hopefully to provide reference for further research and instruction.

Tertiary English students’ learning motivation and critical thinking skills

“…To highlight a few, Chandrasoma and Ananda (2017) promoted non-native English students' critical thinking skills by using interactive texts. Lu (2019) embedded a critical thinking framework to help non-native English students deal with writing argumentative texts. Bankole-Minaflinou (2019) conducted a study on providing varied strategies of instruction and evaluations to improve non-native English students' critical thinking skills.…”

A Pedagogical Framework for Teaching Chinese College English Learners’ Argumentative Writing via Infusion of Critical Thinking

“…The detailed pedagogical framework to guide the infusing practice is based on the theoretical one proposed by Lu (2019). Within her framework, three aspects are included: explicit instruction of critical thinking skills, teacher's feedback and students' reflection.…”