Effective and practical critical

thinking-enhanced EFL instruction

Ya-Ting C. Yang and Jeffrey Gamble

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With globalization and the spread of English, EFL instruction is ever more
important. In addition to a new language, learners are also exposed to
different cultures and ways of thinking. Thus, EFL classrooms provide
ideal contexts for exploring important critical thinking (CT) skills. Based
on a literature review, theory-based learning activities were designed for
targeting language learning, CT development, and academic achievement.
An experimental design was used with participants from two freshman EFL
classes. While Experimental group learners engaged in CT-enhanced activities
such as debates and peer critiques, Control group learners engaged in non-
CT-enhanced EFL activities such as group presentations and process writing,
effective but without an emphasis on CT. Experimental group learners
demonstrated a significant improvement in English proficiency in comparison
to the Control group. Furthermore, superior CT and academic achievement
were observed for the Experimental group in a content-based exam.
Implications for designing CT-enhanced EFL activities that boost English
proficiency and CT are discussed.

Introduction In an age of information overload, twenty-first century learners require

the ability to evaluate multiple sources of information, judge the
usefulness and reliability of its content, and make decisions about what
to believe: abilities classified as critical thinking (CT) skills. CT involves
several skills:

■■ metacognition or ‘knowing about knowing’

■■ logically evaluating information sources
■■ problem solving
■■ selecting appropriate strategies or solutions. (Ennis 1987)

Globalization has also resulted in the use of English as a ‘global

language’ (Nunan 2003), particularly for online information, which is
increasingly varied and complex. In response to these trends, effective
CT-enhanced EFL instruction is essential.

Several writers have noted that English, as a foreign language, should

be taught in its cultural context. Some suggest that English language
learning classrooms may be ideal environments for CT development,

398 ELT Journal Volume 67/4 October 2013; doi:10.1093/elt/cct038

© The Author 2013. Published by Oxford University Press; all rights reserved.
 preparing students for interaction with other speakers of English.
Benesch (1999) agrees that dialogical CT, involving the exploration
and debate of different perspectives, can be extremely useful in second
and foreign language classes. Thus, English language instruction is
an appropriate forum for CT activities, as the collaborative/interactive
features of CT-based activities can augment language learning and
challenge learners to expand their thinking.
The social Our approach to the integration of CT skills and EFL is social
context of constructivist in nature. That is, we believe that learning takes place
second language within a social context and, thus, certain values, such as collaboration,
acquisition and social interaction, co-construction of meaning, authenticity, and
critical thinking

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relevance to learners’ life experiences, are integral to effective teaching
and learning. Research supports the importance of collaboration
and social interaction in fostering CT (Yang, Newby, and Bill 2008),
using instructor guidance to build learner CT while simultaneously
improving social interaction, motivation, and engagement.

While this approach to CT is relatively new, social constructivist

pedagogy has intuitive appeal for second language acquisition (SLA).
Social constructivist approaches to language learning advocate learners’
construction of knowledge through interaction with their social
environment and through reflection on their experiences (Simina and
Hamel 2005). Moreover, research based on social constructivism has
demonstrated the effectiveness of instructor support, collaboration,
and social interaction when considering students’ learning needs and
potential in the promotion of SLA (Swain and Lapkin 2002).
Research purpose The purpose of this research was to develop, implement, and evaluate
and questions effective strategies for simultaneously fostering EFL learners’ English
language proficiency and CT skills. Three major questions were
evaluated:

1 Will the Experimental group (CT-enhanced EFL instruction)

demonstrate greater improvement in English reading and listening
proficiency over the course of the intervention than the Control
group (non-CT-enhanced EFL instruction)?
2 Will the Experimental group demonstrate higher levels of CT
than the Control group, as evidenced by a sample of their writing
following the intervention?
3 Will the Experimental group demonstrate higher levels of academic
achievement than the Control group, as measured by a content-based
examination following the intervention?

The study The goal of this study was to develop and test practical, theory-based
instructional strategies by designing a course for CT-integrated EFL
instruction. An Experimental and a Control group were used, both
adopting activities structured to develop familiarity with the content,
placing input (reading and listening) activities before output (writing
and speaking). For the Experimental group, students were guided
in activities such as argumentative writing and debating, based on a
literature review of instructional strategies. Control group activities

Effective and practical critical thinking-enhanced EFL instruction 399

 embraced process writing and group presentations, also adopting
activities based on social constructivist language learning. The
difference was that the Control group activities were designed for
effective language learning, but without an emphasis on argumentation
or CT.

Review of relevant A review of the literature was conducted in order to explore strategies
strategies for and techniques for fostering CT in the context of EFL courses, with an
CT-enhanced EFL emphasis on activities founded in a social constructivist approach to
instruction learning. Key strategies are reported according to each of the principal
language skills: reading, writing, listening, and speaking.

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For reading, researchers suggest that course materials should be at an
approachable level to allow accessibility while containing interesting or
humorous content to attract students’ curiosity (Ivey and Fisher 2006).
In addition, direct instruction on information literacy skills, such as
identifying an information need and evaluating alternative sources of
information, is important as it enables learners to select appropriate
sources of information in order to effectively answer research questions
(Holiday and Fagerheim 2006). For writing, the literature suggests
adopting issue-based and controversial topics to foster CT while
learners interact in a foreign or target language (Benesch op.cit.).
A sustained content approach, which involves sufficient exposure
to thematic material in a specific discipline, is also necessary for
developing the vocabulary and key concepts necessary for critical
evaluation and meaningful writing (Pally 1997).
In CT-enhanced listening, authenticity and variety of content are
important to engage interest and provide multiple perspectives (Florez
2000), allowing learners to compare and evaluate viewpoints. Listening
activities should progress from simple to complex cases to develop
comprehension and foster CT (Reed and Stavreva 2006). Speaking
activities for fostering CT include debates (Benesch op.cit.) and ‘jigsaw’
activities (Mullen 2000). Debates encourage evaluation of assumptions,
weighing evidence, supporting claims, and reflecting on issues to build
both CT and speaking skills. Jigsaw presentations involve collaboration
by groups of learners who present smaller sections of a lesson to their
classmates, fostering responsibility for constructing and presenting
information logically and convincingly, skills applicable to both CT and
oral proficiency.
Participants and In order to test our research design, participants were recruited from
materials two compulsory freshman English ‘reading and listening’ classes
for non-English majors at a large university in Taiwan. Classes were
randomly assigned either to the Experimental or Control condition.
The research purpose and procedures were explained to participants,
who provided informed consent. The Experimental group included 31
participants, while the Control group included 37 participants. The two
groups used the same textbook content and were taught by the same
instructor at a similar time of day. The instructor (also co-researcher
and course designer) had taught the same classes during the previous
semester and was familiar with the students and the textbook materials.

400 Ya-Ting C. Yang and Jeffrey Gamble

 The duration of the study was 12 weeks. This included eight weeks of
instruction (two 50-minute classes per week) and four weeks of course
administration, testing, and review.

Lesson procedure The Experimental group was taught using lesson plans
emphasizing the integration of CT skills with language instruction,
using the techniques discussed in the previous section. While
following textbook themes and content, the Experimental group
activities were designed or adapted to foster CT skills and
emphasize CT principles (Ennis op. cit.). The Control group
activities closely followed the textbook and, while adopting
collaboration and authentic learning materials, did not emphasize

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CT skills, using oral presentations instead of debates and process
writing instead of argumentative writing. Weekly instructional
foci for both groups are briefly summarized in Figure 1. Specific
activities for Experimental group learners are discussed under the
following subsections.

Reading
First of all, Experimental group learners were introduced to information
literacy skills and provided with an instructor-designed rubric for
evaluating information sources. Then, during the first and second
week, use of the rubric was modelled and learners were guided in
finding diverse sources of information and evaluating them in terms of
factors such as bias, relevance, use of supporting data or figures, author
intention, and relevance to the topic. Support of information literacy
and critical reading skills is illustrated in Figure 2. After a warm-up
activity in which learners matched specific questions to information
needs, they received direct instruction on the information literacy
rubric and practised with examples provided by the instructor. Finally,

figure 1 
Instructional foci
for the Experimental
and Control groups

Effective and practical critical thinking-enhanced EFL instruction 401

 they found and evaluated three sources of information as a homework
activity.

Listening/speaking
During the third and fourth weeks, learners engaged in a ‘jigsaw’
activity, wherein an article was broken up into sections and assigned
to different groups, which were responsible for sharing this
information with the class. Students used the information literacy
rubric to evaluate their section of the article and then made a class
presentation. Classmates were required to ask the presenting groups
questions and provide feedback based on the information literacy
rubric in evaluating each group’s presentation. During the fifth and

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sixth weeks, learners were introduced to the group debate format
including peer critique. After direct instruction on the framework
for debates, learners were provided with an instructor-designed
debate evaluation rubric which was modelled in class. This rubric
emphasized English oral proficiency, presentation skills, and CT
elements. Learners practised using this rubric to evaluate a video
debate and to support their decision about who they believed had
won the debate. Students were then divided into eight groups of four
and provided with three debate topics. Groups then decided which
topic and which ‘side’ (the ‘pro’ or ‘con’ side) to join. After assigning
group roles and preparing arguments, challenges, and rebuttals, the
groups engaged in debates during the sixth week. Students who were
not involved in the debate at that time were also asked to complete
the debate evaluation rubric for their peers, emphasizing the role of
critical listening.

Writing
During weeks seven and eight, learners were taught a process-writing
technique for argumentative essays. Argumentative writing stemmed
from ‘quick writes’ that asked participants to jot down their opinions or
reflections on an issue. Students then systematically prepared essays based
on the topic of ‘causes of and solutions to global warming’, using drafts and
peer reviewing in order to foster English writing proficiency, reflection, and
CT skills. Participants were provided with instruction in citing supporting
information and evaluating the article in terms of CT-related factors,
similar to the information literacy rubric used earlier in the semester.

Data collection English proficiency

instruments The General English Proficiency Test (high-intermediate level) was
adopted as students are required to pass this test before graduation. As
the class which participated in this research was an ‘English listening
and reading’ class, only listening and reading outcomes were evaluated.
Students completed the listening portion of the exam (approximately 35
minutes in length), answering multiple-choice questions in response
to questions or statements, short conversations, and short talks. The
reading section of the exam included multiple-choice vocabulary and
structure, cloze, and reading comprehension questions.

402 Ya-Ting C. Yang and Jeffrey Gamble

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figure 2 
Instructional procedure
for the Experimental
group (Reading 1 module)

Effective and practical critical thinking-enhanced EFL instruction 403

 Critical thinking
Students’ final projects involved writing an essay on the topic of global
warming, which was analysed in terms of CT by the Holistic Critical
Thinking Scoring Rubric (HCTSR) (Facione and Facione 1994).
The rubric ranges from a score of 1 (‘offers biased interpretations of
evidence, fails to identify counter-arguments, argues unwarranted
claims, and exhibits close-mindedness’) to 4 (‘accurately interprets
evidence, identifies salient arguments, draws judicious conclusions,
and fair-mindedly follows evidence’). A description for Level 4 of the
HCTSR is provided in Figure 3.

Two experienced raters established the reliability of this measure

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by discussing each of the elements of the rubric and establishing
criteria for adopting the rubric for this particular writing task. After
independently rating a sample of essays and comparing their results
(with an average of 83 per cent agreement), the raters scored and
discussed the remainder of the essays, achieving an overall agreement
of 100 per cent.
Academic achievement
A content-based achievement test was designed based on course content
covered during the semester and evaluation items provided by the
textbook publisher (i.e. on the topic of ecology). As participants majored
in either Business or Visual Arts, improvement in course content
knowledge was assumed to relate directly to the English class. The
aim was to measure students’ understanding of the content. The test
included cloze activities, true/false questions, vocabulary matching, and
comprehension questions based upon a content-related reading. This
test served as the final examination for both classes.

Student feedback questionnaire

In order to gauge student response to the intervention, a researcher-
designed survey was administered, including 22 Likert-style items
and five open-ended questions targeting learner satisfaction,

figure 3 
Description of Level 4
of the HCTSR

404 Ya-Ting C. Yang and Jeffrey Gamble

 perceived improvement in English and CT skills, and the importance/
appropriateness of CT skills for EFL learning. Open-ended items
included ‘Do you believe that critical thinking is important? Why?’.
The survey items were informed by both empirical findings from the
literature and researcher notes and observations collected during the
semester. Students answered anonymously and were encouraged to
provide feedback on how the course could be improved (see Appendix
for the full questionnaire).

Results Quantitative data were analysed using Analysis of Covariance

(ANCOVA) to identify any differences between the Control and
Experimental groups. Students’ pre-test scores were used as covariates

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in order to control for the effects of pre-existing differences between
the groups. Pre-test and post-test scores for each of these measures
are provided in Table 1. In addition, qualitative student feedback was
analysed using content analysis, which uncovered themes and trends
related to the research goals.

Skill Measure Control group (n = 37) Experimental group (n = 31)

Pre-test Post-test Pre-test Post-test

Mean SD Mean SD Mean SD Mean SD

English (GEPT) Overall 90.57 19.70 92.24 19.08 90.70 19.88 102.07 20.10
Reading 43.08 11.48 42.51 10.68 46.87 11.41 49.90 11.23
Listening 47.46 12.81 49.59 13.07 43.93 12.81 52.17 12.98
Critical thinking HCTSR — — 2.27 0.99 — — 2.93 0.79
Academic Final exam 76.65 8.73 80.41 9.34 75.97 9.25 84.87 7.70
achievement

ta b l e  1 
Pre-test and post-test
scores for the Control and
Experimental groups

English proficiency The results of ANCOVA demonstrate that the Experimental group
significantly outperformed the Control group in terms of overall
English proficiency (p = .02, η2 = .09), where η2 ≥ .06 indicates a
moderate effect size (Cohen 1988). Positive improvements to reading
and listening were noted, suggesting that the intervention was
successful in fostering English proficiency by a standardized, non-
course specific test.

Critical thinking CT was measured by the HCTSR, which was used to evaluate
students’ application of CT skills in content-related English writing
in both the Experimental and Control groups. The results confirm
a significant difference between the two groups (p = .00, η2 = .16),
with η2 ≥ .14 described as a large effect. These results support the
effectiveness of the experimental treatment in improving CT skills,
namely the writing of argumentative essays in English, as compared
to the Control group.

Effective and practical critical thinking-enhanced EFL instruction 405

Academic The textbook-based final examinations also revealed an advantage for
achievement the CT-integrated group over the Control group (p = .01, η2 = .23),
with η2 ≥ .14 described as a large effect. These results support the
effectiveness of the experimental treatment in improving academic
achievement on standardized, course-specific examinations, suggesting
CT skills can be integrated into regular course activities without
detracting from academic performance.

Student feedback Student feedback from both open-ended questions and Likert-style
questionnaire questionnaire items was organized into categories through content
analysis. Emerging themes and examples of student feedback are briefly
presented below.

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Satisfaction
In the Experimental group, participants overwhelmingly agreed (96
per cent) with the statement ‘I am more satisfied with my English
class this semester’, even though many agreed that ‘The workload was
greater this semester’. Stated reasons for increased satisfaction fell into
the following categories: (1) diversity of activities, (2) greater interest,
(3) better interaction, (4) more content learnt, and (5) more useful/
practical. Sample responses include:

We had more activities. By joining in these, we learned English using

more strategies.
I learned many things like critical thinking, debating and writing.
It’s more difficult than last semester, but more useful.
Importance of CT skills
In response to the statement ‘It is important to learn critical
thinking in college’, 78 per cent agreed. Reasons for the importance
of CT fell into two categories: (1) the need for reflection and
judgment, and (2) consideration of alternative perspectives. Sample
comments include:

We can make reasonable judgments before adopting information,

instead of just receiving it without thinking.
I will become an adult and have to have my own ideas, instead of just
following other peoples’ opinions.
It can develop our abilities to read articles and think independently.
Favourite activity
When asked about their favourite activity, nearly half (16) of the
students preferred the debate:

Although I never tried it before, and it cost me much time to prepare.

I was nervous before the debate started, but I think it was very
interesting.
Everyone prepared for the issue very seriously. Even facing questions
from the opponent, we can still answer immediately. The process is
very interesting.

406 Ya-Ting C. Yang and Jeffrey Gamble

 It allowed us to practice more English. Although the issue was very
difficult, and we lost the debate in the end, I have learned more
English. It made me think that I am really learning ‘College English’.
Overall, student feedback was positive and reflected the fact that
students absorbed and adopted many of the CT strategies taught during
class. If they do, indeed, transfer these skills to other classes, then we
can believe that the goal of simultaneously fostering CT and enhancing
English language learning has been achieved.
Discussion CT-integrated course activities were successful in improving
English proficiency English reading and listening comprehension for several reasons.
From our social constructivist approach, greater instructor support,

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collaboration, and self-regulated learning were incorporated into all
classroom activities, a strategy which has been found to promote SLA
in previous research (Swain and Lapkin op.cit.). First, by supporting
learners in the process of information literacy and critical reading,
and by providing modelling, examples, and opportunities to practise
increasingly challenging tasks, they were better able to grasp the core
concepts and ideas behind reading and listening contents (Florez
op.cit.). This process is also illustrated by Figure 2. Second, by
providing a collaborative environment, we believe that students had
the opportunity, ability, and motivation to increase their listening
comprehension, echoing the results of Yang, Gamble, and Tang (2012),
who note that authentic environments with experienced facilitators
are crucial for improving English oral communication, and Simina
and Hamel (op.cit.) who found that collaboration and interaction
were successful elements for improving language proficiency. Finally,
learners were exposed to a variety of additional, authentic, and
relevant readings and required to perform their own research to find
related materials, strategies which have been shown to foster greater
engagement and interest in the topic (Reed and Stavreva op.cit.).

Critical thinking The improvement in CT skills can be explained by the use of an

argumentative, issues-based approach, provision of clear guidelines
and rubrics for critique, and an emphasis on sustained content.
Argumentation was built into the course design through two central
activities: debating and argumentative writing. While Control
group participants engaged in discussions and oral presentations,
Experimental group participants held debates which, while quite
challenging, demonstrated better preparation and reflection, with
participants formulating both arguments and questions for their
opponents. Debaters used analysis and explanation in their arguments
which, by making clear and defensible cases for their team, led to
improved CT skills, a result which concurs with previous findings
(Benesch op.cit.). Both groups were provided with exactly the same final
writing project, which was structured and required citing references to
support claims. However, while process writing was useful for guiding
Control group learners in the preparation of an essay, argumentative
writing (Pally op.cit.) was a natural framework for Experimental group
participants to use their previously acquired skills to identify and

Effective and practical critical thinking-enhanced EFL instruction 407

 evaluate arguments, to use information in support of their claims, and
to draw substantiated conclusions.

In terms of clear guidelines and rubrics, the emphasis on CT

during critical reading and information literacy instruction allowed
Experimental group participants to apply skills such as recognition of
bias, evaluation of sources of information, and selection of appropriate
sources of information, which are elements of CT that align closely with
Ennis’s (op.cit.) definition (see above). Without such clear guidance
in CT instruction principles, Control group learners were unable
to successfully apply elements of CT skills to their writing. Finally,
sustained content was fundamental for allowing learners to demonstrate

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their CT skills during class activities and, particularly, for the final
essay assignment. By retaining the same theme for the duration of
the intervention (i.e. ecology and environmental issues), learners had
sufficient background to write critically on an environmental issue.
One important result of this study was the fact that CT-integrated
Academic EFL instruction, which includes activities and assignments
achievement that may supplement or expand upon textbook content, proved
advantageous for the Experimental group. We believe that elements
of challenge, engagement, and dialogical thinking led to significant
improvements in course content acquisition. We believe the
challenge of finding a variety of related research materials and
critically evaluating sources led to a higher level of engagement
with the course materials resulting in both higher-order thinking
and knowledge retention (Reed and Stavreva op.cit.). Furthermore,
dialogical CT, involving the exploration and debate of different
perspectives, can be extremely useful in second language classes
(Benesch op.cit.), leading to improved academic and target language
performance.

We hope to have illustrated that effective, practical integration of CT

Implications for in EFL is possible without sacrificing test scores or improvements
classroom practice in English proficiency outcomes, a finding which is promising for
programmes facing strict evaluation based upon standardized testing.
Preconditions for success include adopting principles of social
constructivist theory, generally well known to EFL teachers, ensuring
essential CT skills course design elements, and individualizing
elements of the sample activities discussed in this paper.

Social constructivist theory advocates learner collaboration in the

co-construction of knowledge, authentic and relevant discourse, and
promotion of student autonomy and self-regulation. These principles are
effective for fostering CT skills, as well as engagement with both the English
language and course content. The specific course design principles that we
consider most important for developing CT skills in EFL classrooms are:

■■ the use of sustained content

■■ the provision of a variety of perspectives and sources
■■ the use of issues-based and relevant topics.

408 Ya-Ting C. Yang and Jeffrey Gamble

 Sustained content builds the vocabulary, conceptual knowledge,
and resources necessary to think, speak, and write critically.
Similarly, providing a variety of differing or conflicting information
sources encourages learners to realize that CT skills are necessary
for determining what to believe. Diversity of opinion also fosters
confidence in one’s own voice, empowering learners to challenge
conventional wisdom and question information sources. Furthermore,
engagement with class activities and the English language flows from
issues-based topics which involve elements of controversy (i.e. ‘The
humanity of zoos’ or ‘The role of humans in global warming’, topics
covered in our study). Issues relevant to daily life are most effective in
prompting reflective writing and speaking, since learners already have

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a perspective to offer, a perspective which can be further challenged
and enhanced through the use of activities which question potential
biases, alternative interpretations, and the presence of supporting data
(elements of the information literacy rubric developed for this course).
Several strategies and course activities for fostering CT skills are
described in this study. We found that debating was one of the most
popular and challenging activities, requiring collaboration in proposing
and defending a stance while questioning and rebutting opposing
teams. Student feedback on the debates was positive, despite an
academic culture often emphasizing passive learning and the avoidance
of confrontation. Argumentative writing, while not a favourite activity
of any learner, was useful in rehearsing the process of writing while
encouraging peer- and self-critique. Much of the success with both
debating and argumentative writing, as well as other activities like
the ‘jigsaw’ group presentations, rested on the modelling and use of
rubrics designed to highlight elements of CT skills in authentic contexts
(i.e. evaluating articles, peer feedback for oral or written projects, and
planning the final essay). Thus, designing rubrics for student use is
highly recommended for introducing learners to the key features of CT
skills without overwhelming them with technical terminology, such
as ‘deductive reasoning’ or ‘logical fallacy’. In this way, course design,
implementation, and evaluation can draw strength from CT skills-based
rubrics that are levelled at students’ English proficiency. Furthermore,
while the development and implementation of these strategies and
activities did require additional time from the instructor, we relied upon
course materials alone and did not supplement the Experimental group
with any additional resources. As such, we assure classroom teachers
that adopting or adapting these strategies or activities can be practical
and effective without the need for additional resources.
As teachers, we are keenly aware of the importance of CT as a twenty-
first century skill. However, from our study, only 44 per cent of
students reported previously learning CT, while 65 per cent agreed that
‘it is important to teach critical thinking in English class’. CT-integrated
EFL offers the potential for enhancing students’ learning experiences,
increasing academic achievement, as well as providing indispensable
skills for an ever-changing world.
Final version received May 2013

Effective and practical critical thinking-enhanced EFL instruction 409

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The authors
Ya-Ting C. Yang is active in research and
instruction in the area of innovative education
and the use of information and communication
technologies for improving teaching and learning.
Ya-Ting is an Associate Professor with the Institute
of Education and Centre for Teacher Education at
National Cheng Kung University in Taiwan. Her
most recent work includes investigating the use of
bio-signal data and self-regulation concentration
measures for language education.
Email: yangyt@mail.ncku.edu.tw
Jeffrey Gamble is a doctoral candidate at National
Cheng Kung University, specializing in the
integration of higher-order thinking in primary,
secondary, and post-secondary contexts. His
current research is in the use of student-designed
learning activities for fostering language learning
within a framework of multiple intelligences.
Email: mrjgamble@gmail.com
Appendix

Questions 5 Strongly agree 4 Agree 3 No opinion 2 Disagree 1 Strongly

disagree
English
• My English reading has
improved this semester.
• My English writing has
improved this semester.
• My English listening has
improved this semester.
• My English speaking has

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improved this semester.
• I learned more English this
semester.
• I am more confident to use
English now.
Critical thinking
• My critical thinking has
improved this semester.
• I better understand what
critical thinking is now.
• I know how to find and
evaluate information better.
• I learnt how to write an
effective argument.
• I can tell the difference between
a good argument and a bad
argument.
Satisfaction
• I am happy with my
performance this semester.
• I am more satisfied with my
English class this semester.
• English class was more
fun and interesting this
semester.
• English class was more
difficult this semester.
• The workload was greater
this semester.
Questions about the experiment
• It is important to learn
critical thinking in college.
• It is a good idea to teach critical
thinking in English class.
• Critical thinking activities
(like debates) are suitable
for Eastern students.
• I learn critical thinking in
other classes.
• If I had the chance to take a
class like this again, I would.

Continued
Effective and practical critical thinking-enhanced EFL instruction 411
Appendix  Continued

Questions 5 Strongly agree 4 Agree 3 No opinion 2 Disagree 1 Strongly

disagree
• Critical thinking and
debating are more suitable
for Western students than
Eastern students.
• What was your favourite activity this semester? Why?
• Was this semester better than last semester? Why? How was it better?

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• Do you believe that critical thinking is important? Why?
• How can we improve the class?
• Any more comments?

412 Ya-Ting C. Yang and Jeffrey Gamble