Developing Critical Thinking in EFL Classes

CHAPTER ONE - Core issues in developing critical thinking skills1.1 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 Approach2.1 Theoretical Basis of Infusion Approach2.2 Conceptual Framework of Infusion Approach2.3 Thinking TasksCHAPTER THREE- Critical Thinking and Writing3.1 Relationship between Thinking and Writing 3.2 Writing and Critical Thinking CHAPTER FOUR- Effectiveness of Teaching Thinking Skills4.1 Teaching Thinking Skills in L1 Classroom 4.2 Teaching Thinking Skills in L2 Classroom 4.3 Effectiveness of Teaching Critical Thinking in L2 Writing Classes4.4 Effectiveness of Infusion Lessons 5.1 Rationale and Aims5.2 Research Questions 5.3 Mixed-Methods Approach and Case Study5.4 Research Context and Participants5.5 Teaching Intervention CHAPTER SIX- Data Collection6.1 Date Collection Instruments6.2 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 Performance7.4 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 Writing8.6 The Development of Writing8.7 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-Implications10.1 Implications to Educational Policy10.2 Implications to the Teaching of Critical Thinking 10.3 Implications to Research MethodologyAPPENDIXES 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