Research on the Complementary Model between Critical Thinking and Students’ English Writing Optimization in Universities for Nationalities

DOI: https://doi.org/10.62517/jhet.202515207

Author(s)

Dongling Liu*

Affiliation(s)

Department of Foreign Languages, Hubei University for Nationalities, Enshi, Hubei, China *Corresponding Author.

Abstract

With efforts in various aspects, the educational level universities for nationalities, especially those in the central and western regions, has achieved remarkable progress in recent years. However, according to the survey, there is still a prominent problem in college English teaching: students lack critical thinking ability, resulting in most of their writing lacking critical and creative elements. In the era of highly developed AI, the English critical thinking ability of students should be optimized and complemented with College English Tests (Band 4 and Band 6), especially English writing in universities for nationalities. Establishing such an complementary model not only conforms to the emphasis on interdisciplinary knowledge requirements in the context of the new liberal arts but also meets the social requirements for cultivating applied talents. However, in universities for nationalities in the central and western regions, due to the poor English foundation of some students, the traditional teaching mode mainly focusing on knowledge transfer still prevails, leaving little time for the cultivation of critical thinking ability. The construction of the complementary model requires the joint efforts of relevant school departments, teachers and students, and can be gradually realized through a large number of classroom practices.

Keywords

College English Teaching; Critical Thinking Ability; Optimization and Complementation; Classroom Practice

References

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