A Framework for Infusing Critical Thinking into Chinese College EFL Learners’ Argumentative Writing Process

Chunxia Lu


Written argumentation, as a language skill and a cognitive skill as well, is not easy for EFL learners. In China, related studies found that college EFL learners are weak in written argumentation due to the deficiency of critical thinking. In order to enhance Chinese college EFL learners’ argumentative writing ability, this paper reviewed the nature of argumentative writing, the relationship between critical thinking and argumentative writing and previous studies on effects of critical thinking instruction into argumentative writing, and then pointed out that it is reasonable to infuse critical thinking into argumentative writing process in Chinese EFL context. With teachers’ feedback and students’ reflection as the pedagogical tool, the author synthesized an instruction framework for infusing critical thinking skills into Chinese EFL learners’ argumentative writing process hopefully to provide reference for further research and instruction.

Full Text:


DOI: https://doi.org/10.5430/elr.v8n2p16


  • There are currently no refbacks.

Copyright (c) 2019 English Linguistics Research

English Linguistics Research
ISSN 1927-6028 (Print)   ISSN 1927-6036 (Online)

Copyright © Sciedu Press

To make sure that you can receive messages from us, please add the 'Sciedupress.com' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.

If you have any questions, please contact elr@sciedupress.com.