對話式批判性思考融入學術寫作教學之研究:大學學術英文情境中論證式文體之教學

Abstract

本研究旨在探討將對話式批判性思考融入以英語為外語之台灣大學生學術寫作教學中的成效。具體而言，本研究以社會建構理論框架，綜合批判性思維模式和提問教學法，旨在探討實施對話式批判性思考對學生論證性文章的影響，以及學生對於對話式批評性思考的看法。本研究的參與者是台灣某大學語言中心的30名大學生。他們分為兩組：對話式批判性思考組（DCT）和傳統式教師反饋組（TTF）。本研究採用量化及質性混和研究法，收集的資料包括三篇論證文章及其根據兩個評量標準所獲得之評分，學生進行對話式批判性思考時所錄製的對話，對話式批判性思考問卷，及後續追蹤訪談和課室觀察記錄。量化分析包含對論證文章的分數進行統計顯著性之檢測，而質化分析包含將學生的文章、對話內容及訪談內容進行轉錄和編碼。經過一學期的對話式批判性思考訓練，本研究的結果顯示，對話式批判性思考有效地提升台灣大學生論證性文章的品質及批判性思考能力。雖然在進行對話式批判性思考時，學生感到精疲力竭，但學生整體上對於對話式批判性思考維持積極態度。本研究依其結果對教學提出建議，包括教師宜使用理論架構來引導學生進行批判性思考，且於教學時選擇學生熟悉的寫作主題，並在批判性思考過程中擔任協助之角色。

This study aims to explore the effects of integrating dialogical critical thinking into academic writing instruction in EFL university students in Taiwan. Specifically, based on the theoretical framework of Social Constructivism, a comprehensive critical thinking model, and the pedagogy of questioning, this study aims to investigate the changes in students’ argumentative essays and students’ perceptions of dialogical critical thinking. The participants of this study were 30 university students in a language center in Taiwan. They were divided into two groups: the dialogical critical thinking group (DCT), and the traditional teacher feedback group (TTF). A mixed-methods approach is applied, and the data collected include three argumentative essays and their scores based on two rubrics, dialogues from the dialogical critical thinking sessions, critical thinking perception questionnaires, follow-up interviews, and field notes. Quantitatively, statistical significance of the scores is tested. Qualitatively, the recorded dialogues and the follow-up interview data were transcribed and coded. The results of this study indicated that the dialogical critical thinking had a significantly effect on the quality of argumentative essays and critical thinking at the end of the study. Although feeling exhausted, the students overall had a positive perception of dialogical critical thinking. The pedagogical implications were proposed, which included using a model to guide students in thinking, choosing a writing topic that students were familiar with, and facilitating students’ thinking process.