This presentation will focus on how teacher feedback helps cultivate critical thinking skills and raises awareness in an English for Academic Purposes (EAP) course. Analysis is based on data taken from verbal/written exchanges between teacher-student and student-teacher. Samples from students’ work and teachers’ comments will highlight the effectiveness of the process approach in developing L2 learners’ writing skills. Practical issues such as ways of organising individual and group feedback sessions will be addressed. It also argues that dialogic encounters should be gradually scaffolded in order to maximise learning outcomes.
|Publication status||Published - 2006|
CitationChu, B. (2006, February). Cultivating critical thinking skills in process writing: An example from a Hong Kong EAP classroom. Paper presented at the 2nd CamTESOL Conference on English Language Teaching: Improving the Practice, Pannasastra University of Cambodia, Phnom Penh, Cambodia.
- Theory and Practice of Teaching and Learning