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The Educational Review, USA

DOI:http://dx.doi.org/10.26855/er.2022.10.017

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Investigation Report on the Effects of Teachers’ Feedback on Wenhua College English Majors’ Critical Writing

Ying Yang

Foreign Languages Division, Wenhua College, Hubei 430074, China.

*Corresponding author: Ying Yang

Date: November 24,2022 Hits: 136

Abstract

As the prerequisite of innovative spirit and practical ability, the relationship between critical thinking and the second language writing has been widely researched by scholars at home and abroad since proposed last century. It is extensively acknowledged that critical thinking plays a pivotal role in the second language learning. However, there are few researches on the effects of teachers’ feedback on the critical thinking reflected in the English writing. Being a significant part of teaching, more often than not, teachers’ feedback, especially on the critical thinking is not highly valued in the English writing. Through the questionnaire survey on the English Majors in Wenhua College and the interview with some teachers, the thesis approaches to know the status quo of students’ writing and teachers’ feedback, combined with the factors influencing critical thinking, it finally proposes some suggestions on cultivating students’ critical thinking.

References

English Panel of Foreign Language Teaching Counselling Committee of Colleges and Universities. Teaching Syllabus for English Majors in Colleges and Universities (2000 EDITION) [M]. Shanghai: Shanghai Foreign Language Education Press.

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Yang Xian. An Investigation on the Influence of Critical Thinking on English writing [J]. Educational Theory and Practice, 2014(21).

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Investigation Report on the Effects of Teachers’ Feedback on Wenhua College English Majors’ Critical Writing

How to cite this paper: Ying Yang. (2022). Investigation Report on the Effects of Teachers’ Feedback on Wenhua College English Majors’ Critical Writing. The Educational Review, USA6(10), 620-623.

DOI: http://dx.doi.org/10.26855/er.2022.10.017