An Investigation into English Learners'Critical Thinking Processes in Peer Interaction
The cultivation of critical thinking(CT)has garnered tremendous attention in higher educa-tion,but most studies consider it an individual competence and cognitive outcome,neglecting the social properties and cognitive processes of learning.This study,based on sociocultural theo-ry and the Practical Inquiry model,explores the CT processes of 222 non-English majors in peer interaction.Results show that(1)students'CT in peer interaction is mainly characterized by low-level cognitive processes in line with the Practical Inquiry model,with less high-level thinking;(2)low-level CT processes are mostly situated in the exploration stage,marked by arguments substantiated by personal experience following topic introduction through questions.In contrast,high-level CT processes are primarily situated in the integration stage,marked by more agree-ment than disagreement,more summary of experience than connection,and a notable shortage of problem-solving and reflective consciousness.The findings provide practical insights into teach-ers'understanding of the features of CT processes displayed by learners in interaction.
critical thinkingcritical thinking processpeer interactionsociocultural theoryPractical Inquiry model
NETL
NSTL
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