Fostering Critical Thinking Skills in the EFL College-Level Classroom Through Online Collaborative Document Tools

This paper explores the potential of applying online collaborative documents to foster critical thinking skills in EFL college-level classrooms.Considering the limitations of traditional teacher-centered approaches and the need for innovative methods,the study examines the integration of online collaborative tools,using Tencent Docs as an example.The discussion highlights the importance of critical thinking in the academic and professional spheres and introduces the concept of online collaborative documents for enhancing this cognitive skill.Through a detailed exploration,the paper presents a model of employing collaborative documents within a college English class,demonstrating how students collaboratively learning an article.Then,the paper discusses the pros and cons of employing this technology in classroom.The conclusion emphasizes the transformative potential of integrating technology into pedagogy and its role in creating a dynamic learning environment.The paper underscores the importance of striking a balance between technology and traditional methods,foreseeing avenues for further research and development.

Cultivation of Critical Thinking Skills in College English Classrooms

This paper is a qualitative study of the cultivation of critical thinking skill in college English classrooms in China. Critical thinking has long been recognized as an important part of the curricular framework in education western countries. However, the instruction of critical thinking has not gained prominence in Chinese universities. The author does research on how to foster students＇ critical thinking skills in the college English classrooms, and proposes some methods and techniques to facilitate the skills： change teachers＇ concept of language teaching, create a flexible atmosphere in the classrooms, teach students how to raise questions, and teach them to express logically.

On Critical Thinking Skill Cultivation in EFL Teaching

Critical thinking has been recognized internationally as an essential skill for high-quality talents.This article analyzes what the experimental researches on cultivating critical thinking skills in EFL teaching have achieved and identifies the three weaknesses to be addressed in the future.Firstly,there are divergences among scholars on the concept and subskills of critical thinking.Secondly,the teaching modes and methods explored by the experimental researches are more personalized than systematic,which reduces their application and guidance value.Thirdly,the reliability and validity of the experiments need to be improved,and the cultivation practices tend to improve the critical thinking skills of some students,without considering the differences among students,especially the students with relatively poor language proficiency.

Cultivation of Reading,Writing,and Critical Thinking in the Teaching of Selected Readings in American Literature

Selected Readings in American Literature is a required course for the third year of English major,and it is also a compulsory course for the Bachelor Degree of English Language and Literature at School of Foreign Languages,Leshan Normal University.The course uses the combination of English literary reading and course paper writing to develop students’English reading and writing skills,while focusing on the cultivating critical thinking skills of English majors.

A preliminary investigation into critical thinking of urban Xi'an high school students

This paper reports the development of critical thinking of urban high school students in the Chinese city of Xi’an.It presents the assessment of the students’two components of critical thinking:dispositions towards critical thinking and critical thinking skills,using the California Critical Thinking Disposition Inventory and the California Critical Thinking Skills Test.Results show that the students’dispositions toward critical thinking are at an average level while their critical thinking skills are very low.This research also shows that there is no significant difference between students from science classes and arts classes in their critical thinking dispositions while science students have a higher level of critical thinking skills.Students from advanced classes have a higher level of the two components of critical thinking than their counterparts from general classes.There are no differences between male students and female students in both components.

The Application of Flipped Classroom Teaching Model in English Writing Course in Educational Informatization 2.0 Background

The absence or inadequacy of critical thinking is one of the prevalent problems in English teaching and learning in China, which gives rise to various problems in learners’ writing: digression from the topic, unoriginal or uncreative ideas, loose logic, logical fallacies, and lack of real content. Under such circumstances, the present paper proposes the “teaching-learning-assessing-testing Four in One” flipped classroom mode in Educational Informatization 2.0 Background to develop learners’ critical thinking ability relying on technical support provided by the researcher’s school and the mode is then applied in English writing course. The application of the mode has achieved some effects. It is applauded by learners and may thus have some implications for the development of learners’ critical thinking ability in writing courses.