Fostering Critical Thinking Disposition Through SRSD Model in the Foreign Language Classroom

Xiaoqing LIU

Abstract


Despite the studies on the effectiveness of SRSD model in improving language learners’ self-regulated learning, there lacks a connection between SRSD model and the cultivation of critical thinking. This study explores the fostering of critical thinking disposition by means of adapting and adopting SRSD model in a foreign language learning context. A quasi-experiment design was employed and the experiment group received the training based on SRSD model and the control group receive the routine instruction. Findings revealed that learners’ critical thinking disposition has been significantly improved in terms of the four components of critical thinking disposition, analyticity, self-confidence, inquisitiveness and cognitive maturity. Pedagogical implications are also discussed.


Keywords


Critical thinking; SRSD; Self-regulated learning; L2 writing

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References


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DOI: http://dx.doi.org/10.3968/12417

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