Developing Critical Thinking in EFL Classes

1. Front Matter

   Pages i-xix

   PDF

2. Core Issues in Developing Critical Thinking Skills

   • Yue Lin

   Pages 1-8

3. The Infusion Approach

   • Yue Lin

   Pages 9-17

4. Critical Thinking and Writing

   • Yue Lin

   Pages 19-23

5. Effectiveness of Teaching Thinking Skills

   • Yue Lin

   Pages 25-29

6. A Case Study in a Chinese High School

   • Yue Lin

   Pages 31-42

7. Data Collection and Data Analysis

   • Yue Lin

   Pages 43-68

8. Effects of Infusion Lessons on Critical Thinking

   • Yue Lin

   Pages 69-85

9. Impact on Writing

   • Yue Lin

   Pages 87-96

10. Students’ Attitudes Towards and Perceptions of Infusion Lessons

    • Yue Lin

    Pages 97-112

11. Infusing Critical Thinking into EFL Classes

    • Yue Lin

    Pages 113-136

12. Conclusion

    • Yue Lin

    Pages 137-144

13. Back Matter

    Pages 145-194

    PDF

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 theirlessons to improve students’ critical thinking within language courses and evaluate their teaching.

• Language Learning
• Teaching Effectiveness
• Thinking Skills
• Teaching Intervention
• Learning Effects
• Case Study
• Infusion Approach
• Writing Fluency
• Education Policy
• Argumentative Writing
• Classroom
• Critical Thinking

• School of Foreign Languages, Shenzhen University, Shenzhen, China

  Yue Lin

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.

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