Contemporary Foreign Languages Studies ›› 2022, Vol. 22 ›› Issue (6): 76-85.doi: 10.3969/j.issn.1674-8921.2022.06.010

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An Experimental Study on Development of Critical Thinking Dispositions of English Majors through Peer Feedback in EFL Writing

LI Yan(), LI Tao()   

  • Online:2022-12-28 Published:2022-12-02


Based on the theory of critical thinking dispositions, this study explored the impact of peer feedback in English writing teaching on the development of critical thinking dispositions among English majors. The study utilized an experimental design with 37 participants in the experimental group and 40 participants in the control group. Critical thinking disposition inventory was used to test students’ critical thinking dispositions. The results of pretest and posttest revealed that students in the experimental group showed an increasingly positive disposition toward critical thinking after one-year study of critical thinking-integrated English writing with peer feedback, esp. in critical thinking self-confidence, while students in the control group showed a tendency of decrease in critical thinking dispositions especially in analyticity and cognitive maturity. The posttest results showed a significant difference between the experimental group and the control group in open-mindedness, analyticity, systematicity, inquisitiveness, cognitive maturity as well as the general critical thinking dispositions while no significant difference was found in truth-seeking and critical thinking self-confidence. This study indicated that integrating peer feedback into English writing could contribute to the development of critical thinking among English majors. To synchronize the development of students’ critical thinking with the acquisition of language competence, teachers should facilitate students’ engagement in peer feedback by addressing their affective experience and scaffolding their feedback.

Key words: English majors, English writing, peer feedback, critical thinking dispositions

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