Peer Interaction as a Bridge to Critical Thinking for Chinese EFL Learners

DOI

10.2991/978-2-494069-31-2_236How to use a DOI?

Keywords

peer interaction; critical thinking; indicator words; argumentation

Abstract

There is a growing emphasis on critical thinking skills for English learners in Chinese universities. This paper intends to study the effects peer interactions have on the improvement of students’ argumentative structure in written work. Peer interactions are organized under the teacher’s guidance throughout the 16-week semester, and the data are collected from the tests at the beginning and the end of the semester. Indicator words of reasoning, conclusion, logical order, and intensifier are filtered out through the wordlists produced by AntConc. The analysis of the data reveals the progress students have made in terms of more inclusion of alternate views, clearer marking of the conclusion, and more precise expression of opinions at the end of the semester.

Copyright

© 2022 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Shiwu Bi
PY  - 2022
DA  - 2022/12/29
TI  - Peer Interaction as a Bridge to Critical Thinking for Chinese EFL Learners
BT  - Proceedings of the 2022 6th International Seminar on Education, Management and Social Sciences (ISEMSS 2022)
PB  - Atlantis Press
SP  - 2000
EP  - 2006
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-494069-31-2_236
DO  - 10.2991/978-2-494069-31-2_236
ID  - Bi2022
ER  -