《英语写作任务类型与大学生批判性思维能力培养(英文版)》由田丹著：This study follows the essential steps of action research on the basis of College English writing teaching. The researcher discovered some problems in her own teaching practice, made some reforms, put reformed learning tasks as well as teaching approaches into practice and reflected upon the implemen-tation and effectiveness. Text analysis, questionnaires and interviews are employed for repeated " action-reflection-action" and constant improvement. In the course of three-round action research, various writing tasks and teaching approaches and corresponding assessment methods are designed to aim at the cultivation of language proficiency and critical thinking skills, such as inference, reasoning, classification, analysis and self-validation.

Chapter 1 Introduction

 1.1 Research Purpose

 1.2 Research Questions

 1.3 Research Methodology

 1.4 Significance of the Study

 1.5 Outline of the Book

Chapter 2 Literature Review

 2.1 Critical Thinking

2.1.1 Definition of Critical Thinking

2.1.2 Critical Thinking Skills

2.1.3 Critical Thinking in Education

2.1.4 Studies on Critical Thinking Home and Abroad

 2.2 Writing Tasks

2.2.1 Types of Writing Tasks

2.2.2 Task-based Writing Pedagogy

 2.3 Action Research

2.3.1  A Historical Overview of Action Research

2.3.2 Definition of Action Research

2.3.3 Classification of Action Research

2.3.4 Characteristics of Action Research

Chapter 3 Teachers' Perception towards Critical Thinking and Students' Performance in EFL Writing

 3.1  College English Teachers' Perception towards Critical Thinking

3.1.1 Participants

3.1.2 Instruments

3.1.3 Results and Findings

 3.2 Assessment of Critical Thinking Abilities in EFL Writing

3.2.1 Setting and Participants

3.2.2 Instrument

3.2.3 Inter-rater Reliability

3.2.4 Research Procedure

3.2.5 Results and Discussion

Chapter 4 The First Round of Action Research

 4.1 Research Purposes

4.2 Planning

4.2.1 Transfer from Product Writing to Process Writing

4.2.2 Teachers' Written Feedback Focused on Writing Content

4.2.3 Teachers' Feedback in the form of Socratic Questioning

 4.3 Action

  4.4 Observation

4.4.1  Obvious Achievements in Evaluation and Explanation

4.4.2 Arising Problems

 4.5 Reflection

4.5.1  Teachers' Feedback in the form of Questions

4.5.2 Teachers' Feedback on the Content of Writing

4.5.3 Learners' Writing Interest

4.5.4 Writing Based on Topic Tasks

Chapter 5 The Second Round of Action Research

 5.1 Research Purposes

 5.2 Planning

5.2.1 Integrating Reading Activities into Writing

5.2.2 Writing Based on the Picture Task

5.2.3 Brainstorming

5.2.4 Peer Feedback

 5.3 Action

5.3.1 Pre-Writing Stage

5.3.2 Writing and Revising Stages

 5.4 Observation

5.4.1 Interpretation

5.4.2 Analysis

5.4.3 Evaluation

5.4.4 Inference

5.4.5 Explanation

5.4.6 Self-Regulation

5.4.7 Arising Problems

 5.5 Reflection

5.5.1 Peer Feedback

5.5.2 Process-Oriented Writing and Self-Regulation

5.5.3 Interest in Writing Tasks

Chapter 6 The Third Round of Action Research

 6.1  Research Purposes

 6.2 Planning

6.2.1  Construetivism and Writing Tasks

6.2.2 Task Complexity and Task Difficulty

6.2.3 Learning with High Motivation

6.2.4 Self-Evaluation

 6.3 Action

6.3.1 The First Stage

6.3.2 The Second Stage

6.3.3 The Third Stage

 6.4 Observation

6.4.1 Interpretation and Analysis

6.4.2 Evaluation

6.4.3 Inference

6.4.4 Explanation

6.4.5 Self-Regulation

 6.5 Reflection

6.5.1 Exploring-Typed Writing Tasks

6.5.2 Self-Assessment

Chapter 7 Conclusion and Implication

 7.1  Conclusion

7.1.1 EFL Writing and Critical Thinking

7.1.2 Writing Task Types and Critical Thinking

7.1.3 Various Teaching Approaches and Critical Thinking

7.1.4 Writing Task Types and Learners' Enthusiasm

 7.2 Implications

7.2.1 Implications for the National College English Education System

7.2.2 Implications for English Teachers

7.2.3  Implications for Chinese College Students

 7.3 Limitation

 7.4 Further Research

Appendix Ⅰ

Appendix Ⅱ

Appendix Ⅲ

Appendix Ⅳ

Appendix Ⅴ

Appendix Ⅵ

Bibliography

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