| Summary: | 碩士 === 國立嘉義大學 === 國民教育研究所 === 95 === Text Discussion and Critical Thinking：The Example of a Focal Group’s Classroom Interaction in an EFL Reading/Writing Course in College
Yu Chia-Chen
Graduate Institute of Elementary and Secondary Education
National Chiayi University
Abstract
The purpose of this study was to investigate the process of the college students’ critical thinking during group discussion in an EFL reading/writing course in college. Moreover, the role of the teacher’s participation in the group discussion was also investigated. The researcher adopted qualitative research methods in this study, in which four students in a heterogeneous group of a senior class of the Applied Foreign Language Department in a two-year college program were the focus of the analyses.
The major findings of this research were as follows: First, in terms of processes and functions, textual discussion was observed to facilitate students’ critical thinking and cultivate students’ verbal expression and social skills, whereas discussion quality was affected by students’ prior knowledge of the topics discussed. Particularly, good questioning skills were found to be most effective in promoting students’ discussion and critical thinking. Second, concerning the elements and conditions of critical thinking, it was observed that open-mindedness was essential for discussion involving critical thinking, that a respectful, tolerant, open and supportive learning atmosphere could motivate student’s critical thinking and that students tended to engage in critical thinking more when they were applying their real life experiences. Third, concerning the teacher’s role, instructor was observed to play the role of a demonstrator, supporter, discussion monitor, passive mediator, and atmosphere manager. Finally, concerning challenges in text discussion, several problems were found in the focal group’s discussion activities, including insufficient preparation leading to hitchhiking, lack of interest in the text, and digression.
At the end of the thesis, the researcher provides some instructional and research suggestions.
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