Task-based Learning Strategies for Developing Students’ Textual Understanding and Critical Thinking Abilities in An English Intensive Reading Class

Wang, Tingting (2023) Task-based Learning Strategies for Developing Students’ Textual Understanding and Critical Thinking Abilities in An English Intensive Reading Class. Doctoral thesis, University of Wales Trinity Saint David.

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Wang, Tingting (2023). Doctoral Thesis. Task-based Learning Strategies for Developing Student's Textual Understanding.pdf - Accepted Version
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Abstract

The focus of global competition among countries has been transferred to the cultivation of talents in various fields. Innovative spirit and ability are the key characteristic of talents, while critical thinking is the precondition and basis of innovative thinking. Therefore, the cultivation of critical thinking is urgent and most significant. In China, existing research focuses more on the theory introduction and scale design of critical thinking, less on empirical and systematic study. This study is to combine Task-Based Learning teaching approach and cooperative learning to form a new teaching mode---Teaching Trilogy Mode and to study the potential problems and teaching effects of this mode in cultivating students' critical thinking ability and improving students' reading comprehension ability. Through a semester of researching, it is found that: Teaching Trilogy mode can help students form the habit of critical thinking. Task-based Learning approach used in groups can help students overcome the pressure from the classroom teaching and promote more active attendance in classroom discussion. With critical thinking skills, students can have a further understanding of the reading materials. The implications of this study for teaching are as follows: Critical thinking habit can be trained through Teaching Trilogy. Critical thinking skills can make students shift from passive learning to autonomous learning. Suitable tasks in groups can stimulate individual participation and bring significant achievements. By showing sincere welcome to questions, teachers can encourage students asking questions. The innovation and significance of this study lies in: The introduction of Teaching Trilogy mode and action research into the teaching and research of college English intensive reading class cannot only expand the research method and perspective, but also enrich the teaching theory. The Teaching Trilogy mode and teaching design are constructed and optimized through this study, and it is more targeted and conductive to teaching. Task-based approach combined with group cooperative learning brought vigor and vitality to each student as well as the college English intensive reading class. The Teaching Trilogy mode provides a clue for the similar study in other subjects.

Item Type: Thesis (Doctoral)
Uncontrolled Keywords: critical thinking, English intensive reading, task based learning
Subjects: L Education > L Education (General)
Divisions: Institutes and Academies > Institute of Education and Humanities > Academic Discipline: Teacher Education
Depositing User: Tingting Wang
Date Deposited: 01 Nov 2023 16:03
Last Modified: 13 Dec 2023 13:54
URI: https://repository.uwtsd.ac.uk/id/eprint/2661

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