Effects of technology-aided teaching mode on the development of CT skills of EFL students in Higher Vocational Colleges: A case study of English argumentative writing

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity Pub Date : 2024-07-22 DOI:10.1016/j.tsc.2024.101594

Liping Jiang , Fu Liang , Dan Wu

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引用次数: 0

Abstract

With the increasing application of technology in education, exploring the value of technology-aided teaching modes in promoting students' development of critical thinking (CT) skills has become more prominent. This study targets English as a Foreign Language (EFL) students in Higher Vocational Colleges (HVCs) to empirically investigate the effects of technology-aided teaching on their development of CT skills. Utilizing the method of equal-group comparative teaching experiment, this study divided students into control and experimental groups and implemented various technology-aided teaching interventions in the experimental group. The results reveal that the application of technology has a positive impact on the development of CT skills and improvement in English argumentative writing among EFL students. Based upon these findings, this study proposes a teaching mode “problem-based learning context creating - viewpoints expressing - viewpoint questioning - collaborative resolution - reflective learning,” aiming to provide insights for effectively conducting CT teaching for EFL students under a technological environment.

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科技辅助教学模式对高职院校EFL学生CT技能发展的影响：英语议论文写作案例研究

随着科技在教育领域的应用越来越广泛，探索科技辅助教学模式在促进学生批判性思维（Critical Thinking，CT）能力发展方面的价值变得越来越突出。本研究以高职院校英语专业（EFL）学生为研究对象，实证研究技术辅助教学对学生批判性思维能力发展的影响。本研究采用等组对比教学实验的方法，将学生分为对照组和实验组，在实验组实施各种技术辅助教学干预措施。结果表明，技术的应用对 EFL 学生 CT 技能的发展和英语议论文写作水平的提高有积极影响。在此基础上，本研究提出了 "基于问题的学习情境创设--观点表达--观点质疑--协作解决--反思学习 "的教学模式，旨在为技术环境下有效开展EFL学生的CT教学提供启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Thinking Skills and Creativity EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.40

自引率

16.20%

发文量

172

审稿时长

76 days

期刊介绍： Thinking Skills and Creativity is a new journal providing a peer-reviewed forum for communication and debate for the community of researchers interested in teaching for thinking and creativity. Papers may represent a variety of theoretical perspectives and methodological approaches and may relate to any age level in a diversity of settings: formal and informal, education and work-based.