Developing College EFL Writers' Critical Thinking Skills through Online Resources: A Case Study

Autor/in	Zhang, Xiaodong
Titel	Developing College EFL Writers' Critical Thinking Skills through Online Resources: A Case Study
Quelle	In: SAGE Open, 8 (2018) 4, (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Xiaodong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244018820386
Schlagwörter	Foreign Countries; College Freshmen; Freshman Composition; Second Language Instruction; Second Language Learning; English (Second Language); Writing Instruction; Writing Skills; Critical Thinking; Skill Development; Electronic Learning; Thinking Skills; Academic Discourse; Language Usage; Linguistics; Teaching Methods; Instructional Materials; China + Suchen Sie Ihr Suchwort? Ausland; Studienanfänger; Fremdsprachenunterricht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Schreibunterricht; Writing skill; Schreibfertigkeit; Kritisches Denken; Kompetenzentwicklung; Qualifikationsentwicklung; Denkfähigkeit; Discourse; Diskurs; Sprachgebrauch; Linguistik; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	This study reports on how the supplementation of online resources, informed by systemic functional linguistics (SFL), impacted English-as-a-foreign-language (EFL) student writers' development of critical thinking skills. Through qualitative analyses of student-teacher interactions, interviews with students, and students' written documents, the case study shows that through 1 semester of intensive exposure to SFL-based online resources in a college Chinese EFL writing classroom, EFL writers were able to develop critical thinking skills in regard to the construction of effective academic writing, although it was a process of encountering and overcoming challenges. Through teacher mediation and their own efforts, they could adjust to the online resources-based classroom, exemplified by their utilization of SFL-related categories offered through online resources to analyze and evaluate the interrelationship between language features and the content manifested in valued texts, and regulate the content of their own academic writing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01