Cultivating critical thinking skills in process writing: An example from a Hong Kong EAP classroom

Research output: Contribution to conferencePapers

Abstract

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.
Original languageEnglish
Publication statusPublished - 2006
Event2nd CamTESOL Conference on English Language Teaching: Improving the Practice - Pannasastra University of Cambodia, Phnom Penh, Cambodia
Duration: 25 Feb 200626 Feb 2006

Conference

Conference2nd CamTESOL Conference on English Language Teaching: Improving the Practice
Abbreviated titleCamTESOL 2006
Country/TerritoryCambodia
CityPhnom Penh
Period25/02/0626/02/06

Citation

Chu, 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.

Keywords

  • Theory and Practice of Teaching and Learning

Fingerprint

Dive into the research topics of 'Cultivating critical thinking skills in process writing: An example from a Hong Kong EAP classroom'. Together they form a unique fingerprint.