Fostering Critical Thinking Using Graphic Organizers in English Language Reading Class

Abstract

Fostering students’ critical thinking (CT) is an increasing concern in EFL classrooms in China as many students struggle to utilize the skill, particularly in EFL reading comprehension classes. This study investigated the effects of graphic organizers (GOs) on 60 Chinese senior high school students’ CT skills (analyzing and generalizing) in EFL reading classes. This study adopted a quasi-experimental mixed-method research design involving an experiment and an interview. The findings of this study showed the positive impacts of GOs on students’ CT skills. After the intervention, the results of the experimental group improved significantly. The findings showed that GOs could effectively improve the analytical and generalization skills of Chinese high school English reading class students. The students in the experimental group reported that the instructions received were motivating, increased their comprehension, made them more focused on reading and aware of CT skills and how to apply them in real reading contexts. This study implies that teachers may consider GOs an alternative teaching tool to improve CT skills in English Language reading classes, particularly in EFL contexts. Guidelines for teachers to use the different types of GOs to promote critical thinking should also be prepared to ensure the effective use of GOs in promoting reading comprehension and critical thinking skills.