The Development of Critical Thinking in EFL Reading with Chinese Students: Reducing the Obstructive Effect of English Proficiency

Sheng Wang; Sirinthorn Seepho

doi:10.55766/YUYU6588

Authors

Sheng Wang School of Foreign Languages, Institute of Social Technology, Suranaree University of Technology
Sirinthorn Seepho School of Foreign Languages, Institute of Social Technology, Suranaree University of Technology

DOI:

https://doi.org/10.55766/YUYU6588

Keywords:

critical thinking, English proficiency, English as a Foreign Language, selective translation, scaffolding

Abstract

Recently, the instruction of critical thinking, which is mostly conducted with learners in a western context, has expanded to EFL teaching and learning contexts and is emphasized in higher education in China. Previous studies found that Chinese EFL learners lack critical thinking due to their English proficiency. This study aims to explore a way to reduce the negative effects of English proficiency on the development of critical thinking. One natural class of English major freshmen was chosen as the sample. Selective translation and scaffolding were employed to curtail the obstruction of English proficiency in the development of critical thinking. The results show that obstruction of English proficiency in the development of critical thinking could be removed by selective translation and scaffolding. The findings provide some implications for the development of critical thinking in an EFL context.

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