Author(s)

Mi Zhong ¹

Affiliation(s)

¹ Zhujiang College, South China Agricultural University, Guangzhou, China

Corresponding Author

Mi Zhong

ABSTRACT

This paper attempts to formulate an adaptable and task-based framework for enhancing the critical thinking of students in English reading courses. It has implemented a 10-month empirical research with 38 junior students majoring in business English in one Chinese university in 2023. The research consists of four stages, which are investigation, framework drafting, revision, and finalizing. The results are based on teacher observation, student feedback, and their assignment performance. A task-based framework is developed to engage students in analysis, evaluation, inference, observation, reflection, and reasoning for their better critical thinking development than traditional classes. The tasks are categorized into in-class reading, after-class reading, and assessments. During in-class tasks, worksheets and work-pair-share technique are applicable to enhance student skills in analysis, evaluation, inference, and reasoning; in after-class ones, the plus-minus-interesting technique helps students improve skills of observation, reflection, evaluation, and reasoning; assessment tasks raise their awareness and motivate them to strengthen critical thinking skills voluntarily. This study aims to enrich empirical studies and provides a feasible framework for integrating critical thinking in reading courses.

KEYWORDS

Critical Thinking, Reading Courses, Empirical Research

CITE THIS PAPER

Mi Zhong, Critical Thinking in English Reading Courses. Applied & Educational Psychology (2024) Vol. 5: 95-102. DOI: http://dx.doi.org/10.23977/appep.2024.050414.

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