A Study on the Effects of an English Public Speaking Course on Chinese EFL University Students’ Critical Thinking Ability = 영어 스피킹 수업이 중국 EFL 대학생의 비판적 사고 능력에 미치는 영향에 대한 연구

다국어 초록 (Multilingual Abstract)

Critical thinking ability is an essential 21st century skill that is necessary to achieve success in social and professional contexts. Thus, critical thinking ability should be taught, practised, and developed. Fostering students’ critical thinking ability is an important objective of China’s higher education. Guideline on College English Teaching, released by the Ministry of Education of the People’s Republic China in 2007, clearly pointed out that improving students’ critical thinking ability should be treated as an essential goal of English education. The document emphasized that this goal can be achieved through relevant courses. In China, the English public speaking (EPS) course is known to be helpful for developing EFL university students’ critical thinking ability. However, most previous studies regarding this issue have been carried out from theoretical perspectives and empirical studies are very few. Considering that proficiency levels and gender might affect the results, therefore, this current study aimed to explore the effects of an EPS course on Chinese EFL university students’ critical thinking ability according to proficiency levels and gender.
115 freshmen from a university in Hunan Province in China participated in this study and they were randomly divided into one experimental group (n = 55) and one control group (n = 60). Based on the scores of TOEIC listening test, the participants were grouped into low-, intermediate- and high-levels. During the 16-week treatment, the experimental group was required to take the EPS course while the control group took a traditional English speaking course. To confirm the effects of EPS course, pre- and post-tests regarding critical thinking ability were conducted respectively. Additionally, there were interviews after the post-tests. Independent samples t-tests, paired samples t-tests and one-way ANOVA were adopted for data analysis in SPSS 23.0.
After the 16-week experimental period, the major findings of the current study are as follows: EPS course had significantly positive effects on enhancing the critical thinking ability of Chinese EFL students regardless of their proficiency levels. The higher the levels of students were, the more they improved in critical thinking ability. In terms of critical thinking dispositions, the low-level students improved the most in inquisitiveness and the least in open-mindedness. However, the intermediate-level students improved the most in truth-seeking and systematicity, and the least in analyticity. The high-level students improved the most in truth-seeking and self-confidence, and the least in analyticity. There was no significant difference between male and female students in the growth of critical thinking ability. That means, gender was not a significant factor of affecting students’ critical thinking ability in this current study.
There are several pedagogical implications based on the findings. Considering that there is a positive correlation between students’ proficiency levels and their critical thinking growth, therefore, EPS teachers in China should try to improve students’ language proficiency. In addition, creating a democratic, equal and harmonious classroom atmosphere is also needed for improving students’ critical thinking ability. EPS teachers should give students more time and opportunity to practice, and create or simulate a real scenario for them to practice. Finally, the teaching methods in EPS course need to be more diversified, and the way of integrating critical thinking shoud be further systematized.

목차 (Table of Contents)

• Contents
• Abstract ··················································································································· iii
• Ⅰ. Introduction ······································································································· 1
• 1. Research Background and Necessity ··························································· 1
• 2. Research Purpose ··························································································· 4
• 3. Research Questions ························································································ 5
• 4. Research Components ···················································································· 5
• Ⅱ. Theoretical Background ················································································· 7
• 1. Critical Thinking Ability ··············································································· 7
• 1) Origin of Critical Thinking Ability ························································ 7
• 2) Definition and Components of Critical Thinking Ability ·················· 15
• 3) Theoretical Models of Critical Thinking Ability ································· 23
• 4) Assessment Tools of Critical Thinking Ability ··································· 30
• 2. Studies on Critical Thinking Ability ························································· 34
• 1) Studies on Critical Thinking Ability in Educational Field ················ 34
• 2) Studies on Critical Thinking Ability in Language Learning Field ··· 36
• 3) Studies on Critical Thinking Ability in the Chinese EFL Context ·· 38
• 3. English Public Speaking Course ································································ 41
• 1) Origin of English Public Speaking Course ·········································· 41
• 2) Definition of English Public Speaking Course ···································· 43
• 3) Teaching Frameworks of English Public Speaking Course ··············· 45
• 4. Studies on English Public Speaking Course ············································ 48
• 1) Studies on English Public Speaking Course in the English Context 48
• 2) Studies on English Public Speaking Course in EFL Context ··········· 49
• 3) Studies on English Public Speaking Course in the ChineseEFL Context ································································································ 51
• 5. Critical Thinking Ability and English Public Speaking Course ············ 53
• 1) Relationship between Improvement of Critical Thinking Ability and
• English Public Speaking Course ··························································· 53
• 2) Teaching Methods of Improving Students’ Critical Thinking Ability
• in English Public Speaking Course ······················································ 55
• 3) Teaching Activities of Improving Students’ Critical Thinking Ability
• in English Public Speaking Course ······················································ 57
• Ⅲ. Methodology ··································································································· 61
• 1. Participants ···································································································· 61
• 2. Instruments ···································································································· 63
• 1) English Proficiency Test ········································································· 64
• 2) Critical Thinking Skills Test ·································································· 65
• 3) Critical Thinking Dispositions Inventory ·············································· 66
• 4) Interview ··································································································· 69
• 3. Procedure ······································································································ 71
• 1) Research Procedure of this Current Study ··········································· 71
• 2) Framework for Instructional Design of the Study ······························ 72
• 3) Teaching Materials and Teaching Plans in the Study ························ 75
• 4. Data Analysis ······························································································· 79
• 1) Analysis of English Proficiency Test ··················································· 79
• 2) Analysis of Critical Thinking Ability Test ·········································· 79
• 3) Analysis of Interview ·············································································· 80
• Ⅳ. Results ············································································································· 82
• 1. Overall Effects of EPS Course on Chinese EFL Students’ Critical
• Thinking Ability ···························································································· 82
• 2. Effects of EPS Course on Chinese EFL Students’ Critical Thinking
• Ability according to Proficiency Levels ···················································· 90
• 1) Effects of EPS Course on Low-level Students’ Critical Thinking
• Ability ······································································································ 90
• 2) Effects of EPS Course on Intermediate-level Students’ Critical
• Thinking Ability ······················································································ 99
• 3) Effects of EPS Course on High-level Students’ Critical Thinking
• Ability ···································································································· 107
• 4) Comparison of Group Differences in the Improvement of Critical
• Thinking Ability according to Proficiency Levels ···························· 115
• 3. Effects of EPS Course on Chinese EFL Students’ Critical Thinking
• Ability according to Gender ······································································ 119
• 1) Effects of EPS Course on Male Students’ Critical Thinking Ability
• ·················································································································· 119
• 2) Effects of EPS Course on Female Students’ Critical Thinking Ability
• ·················································································································· 128
• 3) Comparison of Group Differences in the Improvement of Critical
• Thinking Ability according to Gender ··············································· 136
• 4. Results of the Interview ············································································· 139
• 1) Students’ Evaluation and Feedbacks on EPS Course ······················· 139
• 2) Students’ Perception toward Changes in Critical Thinking Ability 141
• Ⅴ. Discussion ····································································································· 144
• 1. Discussion on Overall Effects of EPS Course on Chinese EFL
• Students’ Critical Thinking Ability ·························································· 144
• 2. Discussion on Effects of EPS Course on Chinese EFL Students’
• Critical Thinking Ability according to Proficiency Levels ·················· 145
• 1) Discussion on Effects of EPS Course on Low-level Students’
• Critical Thinking Ability ······································································ 145
• 2) Discussion on Effects of EPS Course on Intermediate-level Students’
• Critical Thinking Ability ······································································ 148
• 3) Discussion on Effects of EPS Course on High-level Students’
• Critical Thinking Ability ······································································ 151
• 4) Discussion on Group Differences in the Improvement of Critical
• Thinking Ability according to Proficiency Levels ···························· 154
• 3. Discussion on Effects of EPS Course on Chinese EFL Students’ Critical
• Thinking Ability according to Gender ······················································· 156
• 1) Discussion on Effects of EPS Course on Male Students’ Critical
• Thinking Ability ·················································································· 156
• 2) Discussion on Effects of EPS Course on Female Students’ Critical
• Thinking Ability ···················································································· 157
• 3) Discussion on Group Differences in the Improvement of Critical
• Thinking according to Gender ···························································· 158
• 4. Discussion on the Interview Results ··························································· 160
• Ⅵ. Conclusion and Suggestions ······································································· 163
• 1. Conclusion ·································································································· 163
• 2. Suggestions and Limitations ····································································· 166
• References ············································································································ 173
• Appendix ·············································································································· 194
• Appendix 1: Score Conversion Chart of TOEIC Listening Test ············· 194
• Appendix 2: Critical Thinking Skills Test ·················································· 195
• Appendix 3: Critical Thinking Dispositions Inventory ······························ 205
• Appendix 4: Semi-structure Interview ·························································· 208
• 국문초록 ·············································································································· 209

참고문헌 (Reference)

1. Origins of public speaking, DeCaro , P. A, 3 , 311-324, , 2011

2. Logic and critical thinking, Ennis , R. H., 37 , 228-232, , 1980

3. A concept of critical thinking, Ennis , R. H., 32 ( 1 ) , 81-111 ., , 1962

4. Developing motivation to write, Bruning , R. , & Horn , C., 35 ( 1 ) , 25-37, , 2000

5. Teaching for critical thinking, Halpern , D. F., 80 , 69-74 ., , 1999

6. A critique for critical thinking, Hatcher , D., 7 , 10-21, , 1985

7. What is Socratic questioning ? ., Carey , T. A. , & Mullan , R. J ., 41 ( 3 ) , 217-226 ., , 2004

8. Thinking and moral considerations, Arendt , H., 38 ( 3 ) , 401-446 ., , 1971

9. How can we teach critical thinking, Carr , S., 5 , 304-326, , 1990

10. Critical thinking : A Socratic model, Hoaglund , J, 7 ( 3 ) , 291-311 ., , 1993

11. Critical thinking and science education, Bailin , S., 11 ( 4 ) , 361-375, , 2002

12. Critical thinking in language education, Rezaei , S. , Derakhshan , A. , & Bagherkazemi , M., 2 ( 4 ) , 769-777 ., , 2011

13. Oratory and Athenian democratic politics, Jiang , B, 6 , 138-150 ., , 2006

14. Critical thinking in education : A review, Pithers , R. T. , & Soden , R., 42 ( 3 ) , 237-249 ., , 2000

15. Thinking critically about critical thinking, Mulnix , J, 44 ( 5 ) , 464-479, , 2012

16. ．Critical thinking as an educational ideal, Siegel , H., 45 ( 1 ) , 7-23．, , 1980

17. A talk on the opening of English speech class, Su , X. W., 3 ( 1 ) , 57-58+68 ., , 1997

18. Teaching design model based on constructivism, Yu , S. Q. , Yang , X. J. , & He , K. K., 12 , 7-13 ., , 2000

19. Critical thinking : Impact on nursing education, Jones , S. A. , & Brown , L. N., 16 ( 5 ) , 529-533, , 1991

20. Motivation and schooling in the middle grades ., Anderman , E. , & Maehr , M., 64 , 287-309 ., , 1994

21. Public speaking anxiety in the Thai EFL context, Kalra , R. , & Siribud , S., 13 ( 1 ) , 195-209, , 2020

22. The role of metacognition in business education, Tempelaar , D. T., 20 ( 5 ) , 291-297 ., , 2006

23. Why should educators care about argumentation ?, Siegel , H., 17 ( 2 ) , 159-176, , 1995

24. A revision of Bloom ’ s taxonomy : An overview, Krathwohl , D. R., 41 ( 4 ) , 212-218 ., , 2002

25. Developing critical thinking in higher education, Glen , S., 15 ( 3 ) , 170-176, , 1995

26. The cognitive reading strategies of ESL students, Knight , S. L. , Padron , Y. N. , & Waxman , H. C., 19 ( 4 ) , 789-792 ., , 1985

27. Understanding gender differences in leadership ., Alan , S. , Ertac , S. , Kubilay , E. , Loranth , G. ,, 130 ( 626 ) , 263-289 ., , 2020

28. The development of higher psychological functions, Vygotsky , L. S., 15 ( 3 ) , 60-73 ., , 1977

29. The value and means of problem-based instructions, Hao , W. W., 9 , 27-30 ., , 2009

30. Teaching critical thinking in cooperative learning, He , Q. S., 12 , 36-37, , 2004

31. A historical view of the pedagogy of public speaking, Bailey , E., 13 ( 1 ) , 31-42 ., , 2019

32. A logic basis for measuring critical thinking skills, Ennis , R. H., 4 ( 3 ) , 44-48 ., , 1985

33. Global capitalism and critical awareness of language, Fairclough , N., 8 ( 2 ) , 71-83 ., , 1999

34. Attitudes , motivation , and second language learning, Masgoret , A. M. , & Gardner , R. C., 53 ( 1 ) , 123-163 ., , 2003

35. Priorities for intermediate-level language instruction, Harlow , L. L. , & Muyskens , J . A ., 78 ( 2 ) , 141-154 ., , 1994

36. Creative and critical thinking in language classrooms ., Kabilan , M. K., 6 ( 6 ) , 1-3 ., , 2000

37. Improving critical thinking skills in online teaching ., Sandra , C. T. , Rhonda , P. , Kee , Y. W., 1 , 1-28 ., , 2015

38. Research progress of critical thinking evaluation abroad, Ma , L. H. , & Liu , J, 3 , 64-68, , 2019

39. Strategies for reducing public speaking anxiety in Japan, Kondo , D. S., 7 ( 1 ) , 20-26 ., , 1994

40. The task-based approach : Some questions and suggestions, Littlewood , W., 58 ( 4 ) , 319-326 ., , 2004

41. The role of gender in influencing public speaking anxiety, Gaibani , A. , & Elmenfi , F., 2 ( 3 ) , 7-13 ., , 2014

42. Middle level students ’ goal orientations and motivation, Mensah , E. , & Atta , G., 3 ( 2 ) , 20-33 ., , 2015

43. Analysis of validity of American TOEIC and its enlightenment, Wang , L. Q, 3 , 99-102, , 2016

44. On the cultivation of college students ’ critical thinking, Luo , Q. X, 4 , 81-85, , 2000

45. Philosophy teaching and the cultivation of critical thinking, Han , Z, 2 , 164-168, , 2013

46. Research on micro curriculum design and teaching application, Li , X. G. , Wang , Y. W. , Ma , D. J. , & Jin , S. L., 10 , 31-35 ., , 2013

47. Application of peer review in English public speaking teaching, Ye , P., 4 , 46-50, , 2014

48. Strengthening critical thinking , cultivating creative talents, Huang , C. Y, 31 ( 5 ) , 69-74, , 2010

49. Critical thinking : Conceptionalization and teaching strategies, Zhong , Q. Q, 1 , 3-16, , 2020

50. Reducing student reticence through teacher interaction strategy, Lee , W. , & Ng , S., 64 ( 3 ) , 302-313 ., , 2010

51. Critical thinking dispositions : Their nature and assess ability, Ennis , R. H., 1 ( 8 ) , 165-182, , 1996

52. Principles of language and critical thinking integrated teaching, Sun , Y . Z, 51 ( 6 ) , 825-835, , 2019

53. Critical thinking and disciplinary thinking : A continuing debate, Moore , T. J, 30 ( 3 ) , 261-274, , 2013

54. On the differences of language and behavior between men and women, Wang , G. Y, 1 , 71-74, , 1999

55. Toward a critical thinking-oriented curriculum for English majors, Sun , Y . Z, 8 ( 3 ) , 49-58 ., , 2011

56. An integrated approach to teaching literature in the EFL classroom, Savvidou , C., 10 ( 12 ) , 1-6, , 2004

57. Cognitive development in children : Piaget development and learning, Piaget , J, 2 ( 3 ) , 176-186, , 1964

58. Philosophy of education as philosophy : A metaphilosophical inquiry, Pollack , G., 57 ( 3 ) , 239-260, , 2007

59. Application of assessment for learning promotion in English speech class, Wan , J . B, 2 , 41-51, , 2013

60. Classroom goal structure , student motivation , and academic achievement, Meece , J. , Anderman , E. M. , & Anderman , L. H., 57 , 505-528 ., , 2006

61. Cooperative learning and the cultivation of critical thinking competency, Pan , L. L. , & Song , Y, 2 , 97-105, , 2016

62. English public speaking course and development of communication skills ., Ren , W., 6 , 66-70, , 2007

63. Oral communication apprehension : A summary of recent theory and research, McCroskey , J. C., 4 , 78-96 ., , 1977

64. An adaptation of the critical thinking dispositions scale in Spanish youth, Bravo , M. J. , & Galiana , L., 5 , 10-16, , 2020

65. Impact of TOEIC listening and reading as a university exit test in Vietnam, Nguyen , E. , & Gu , Y, 17 ( 2 ) , 147-167, , 2020

66. Must thinking be critical to be critical thinking ? Reply to Finocchiaro ., Siegel , H., 20 ( 4 ) , 453-461 ., , 1990

67. On key issues about critical thinking development in college EFL classroom, Wen , Q. F. , & Sun , M., 3 , 6-13, , 2015

68. Content , activities and evaluation planning of Public English speech course, Chen , L., 6 , 56-62, , 2010

69. Thinking about gender types : Cognitive organization of female and male types, Vonk , R. , & Ashmore , R. D., 42 ( 2 ) , 257-280 ., , 2003

70. Taxonomy of educational objectives : The classification of educational goals ., Bloom , B. S., 20 ( 24 ) , 1-13 ., , 1956

71. Open-mindedness , critical thinking and indoctrination : Homage to William Hare, Siegel , H., 18 ( 1 ) , 26-34 ., , 2009

72. Developing parallel tests of critical thinking skills : Practice and reflections, Wen , Q. F. , Li , Y. J. , & Sun , M., 4 , 3-7, , 2014

73. The investigation of undergraduate students ’ critical thinking dispositions ., Liu , Y. , & Zhao , J. M., 1 , 81-85, , 2010

74. Thinking critically about critical thinking dispositions in technology education, Rauscher , W. , & Badenhorst , H., 3 , 1-24, , 2020

75. Validity and reliability of the Chinese critical thinking dispositions inventory, Peng , M. C. , Wang , G. C. , & Chen , J. L., 9 , 644-647 ., , 2004

76. Dispositions toward critical thinking : The pre-service teacher ’ s perspective, Mcbride , R. E. , Xiang , P. , & Wittenburg , D., 8 ( 1 ) , 29-40 ., , 2002

77. The study of academic burnout in students with high and low level of self-efficacy, Rahmat , Z, 171 ( 1 ) , 49-55 ., , 2015

78. English public speaking and the cultivation of talents for Chinese college students, Lucas , S. E., 36 ( 2 ) , 163-182 ., , 2013

79. Metacognition and cognitive monitoring : A new area of cognitive-development inquiry, Flavell , J. H., 34 , 906-911 ., , 1979

80. Critical thinking sub-skills in EFL public speaking : The case of persuasive speeches, Sun , M. , Yu , L. & Wang , J, 5 , 49-56, , 2015

81. English major curriculum must be completely reformed : On critical thinking absence ,, Huang , Y. S., 136 ( 1 ) , 11-16 ., , 2010

82. The subtle effects of language anxiety on cognitive processing in the second language, Gardner , R. C. , & MacIntyre , P. D., 44 , 283-305, , 1994

83. Critical thinking in the management classroom : Bloom ’ s taxonomy as a learning tool, Athanassiou , N. , McNett , J. M. , & Harvey , C., 27 ( 5 ) , 533-555 ., , 2003

84. Social-psychological accessibility and faculty-student interaction beyond the classroom, Wilson , R. , Wood , L. , & Gaff , J ., 47 , 74-92 ., , 1974

85. Sources of college EFL learners ’ self-efficacy in the English public speaking domain, Zhang , X. , & Ardasheva , Y, 53 , 47-59, , 2019

86. Analysis of gender differences between direct and indirect English learning strategies ., Yao , F. F. , Pan , H. Y. , & Cao , Z. X, 3 , 50-54, , 2010

87. Stress to success : Public speaking anxiety and its relationship to perceived leadership, Arnold , J. K., 6 , 23-31, , 2018

88. The evolution of sex differences in language , sexuality , and visual ? spatial skills ., Joseph , R., 29 ( 1 ) , 35-66 ., , 2000

89. Research on the construction of EFL speaker discourse identity based on evaluation system, Zhao , Y. Q. , Chen , J. , Huang , T. , & Qin , L. L., 2 , 22-26 ., , 2012

90. Effects of voice chat on EFL learners ’ speaking ability according to proficiency levels, Kim , N. Y, 19 ( 4 ) , 63-88, , 2017

91. The use of collocations by advanced learners of English and some implications for teaching, Nesselhauf , N., 24 ( 2 ) , 223-242 ., , 2003

92. Assessing the effects of a public speaking course on native and non-native English speakers, Suwinvattichaiporn , T. , & Broeckelman-Post , M. A ., 28 ( 1 ) , 87-115 ., , 2016

93. Cooperative learning and cultivation of college Students ’ critical thinking dispositions, Han , W. Y, 3 , 134-136, , 2008

94. The relationship between critical thinking and language learning strategies of EFL learners, Bagheri , F., 6 ( 5 ) , 969-975, , 2015

95. On influencing factors and cultivation strategies of university students ’ critical thinking, Xia , H. H. , & Zhong , B. L., 5 , 67-76, , 2017

96. Visualized analysis and reflection on the study of foreign language critical chinking in China, Yang , X. J. , & Ren , J. S., 3 , 50-57, , 2016

97. A comparative study on the evaluation methods of English speech learners ’ speculative skills, Sun , M., 4 , 51-58, , 2018

98. The relationship between critical thinking and language proficiency of Malaysian undergraduates, Rashid , R. A. , & Hashim , R. A, 11 , 19-21, , 2008

99. A study on the citation characteristics of Chinese college students ’ English speech discourse, Yang , L. F., 2 , 55-59, , 2017

100. Anxiety in classroom English presentations : A case study in Korean tertiary educational context, Tian , C., 9 ( 1 ) , 132-143, , 2019

101. English public speaking teaching and the cultivation of college students ’ ability and quality, Zhang , C. M., 3 , 96-98, , 2011

102. Public speaking education : A crucial addition to the English curriculum of Chinese universities, Yin , S. Y, 4 , 3-15, , 2005

103. Technology for the shaping of college students ’ and upper-grade students ’ critical thinking, Shakirova , D. M., 49 ( 9 ) , 42-52 ., , 2007

104. An empirical study on English debate and the development of college students ’ critical thinking, Liu , H. , & Jin , L. M., 5 , 24-28, , 2012

105. Task-based approach to develop intercultural communicative competence in college English education, Cai , L. L. , & Lv , J, 6 , 1279-1287, , 2019

106. The development of critical thinking dispositions of foreign language majors : A longitudinal study, Wen , Q. F. , & Zhang , L. L., 1 , 3-8, , 2016

107. Thinking critically about critical thinking : Integrating online tools to promote critical thinking, Mandernach , B. J, 1 ( 1 ) , 41-50, , 2006

108. PowerQuest : Scaffolding the Lebanese EFL university students ’ writing in a public speaking class, DerKhachadourian , L., 2 ( 4 ) , 12-19 ., , 2019

109. Integrated teaching model for undergraduate English majors ’ English public speaking course in China, Li , X. W., 9 ( 3 ) , 469-478 ., , 2018

110. To speak like a TED speaker : A case study of TED motivated English public speaking study in EFL teaching, Li , Y. , Gao , Y. , & Zhang , D., 6 ( 1 ) , 53-59 ., , 2016

111. A comparative study of critical thinking skills between English and Japanese majors in a normal university, Zhou , F. L. , & Lin , Y. W., 12 ( 12 ) , 30-39, , 2019

112. Critical thinking and adult education : A conceptual model for developing critical thinking in adult learners, Garrison , D. R., 10 ( 4 ) , 287-303, , 1991

113. Revisiting foreign language majors ’ critical thinking skills : A case study of English public speaking course, Ren , W., 10 ( 1 ) , 10-17 ., , 2013

114. The cultivation of critical thinking in American universities and its enlightenment on English teaching in China, Li , Z. S. , & Li , Y. X, 6 , 14-20, , 2014

115. Cultivating critical thinking in English public speaking class : A lesson study on teaching persuasive strategies, Lin , Y, 3 , 63-69, , 2020

116. The correlation of critical thinking dispositions and approaches to learning among Baccalaureate nursing students, Kabeel , A. R. , & Eisa , S. A. M., 7 ( 32 ) , 91-103 ., , 2016

117. The relationship between a required self-disclosure speech and public speaking anxiety : Considering gender equity, Sellnow , D. D. , & Golish , T., 12 ( 1 ) , 28-59, , 2000

118. Building a theoretical framework for measuring the speculative ability of foreign language college students in China, Wen , Q. F. , & Wang , J. Q, 1 , 37-43, , 2009

119. An empirical study on the influence of problem-based learning on critical thinking disposition of engineering students, Tian , S. P. , Wang , L. J. , & Qiu , Y. H., 6 , 156-160, , 2018

120. The dispositions toward critical thinking : Its character , measurement , and relationship to critical thinking skills ., Facione , P. A ., 20 ( 1 ) , 61-84 ., , 2000

121. Critical thinking dispositions and learning styles of Baccalaureate nursing students and its relation to their achievement, Mahmoud , H. G., 2 ( 1 ) , 398-415 ., , 2012

122. A study of the relationship between English public speaking curriculum and the integrated ability of foreign language talents, Jing , W. H. , & Li , W. P., 9 , 32-35 ., , 2009

123. Goals structures and teachers ’ sense of efficacy : Their relation and association to teaching experience and academic level, Wolters , C. A. , & Daugherty , S. G., 99 ( 1 ) , 181-193 ., , 2007

124. The effect of cooperative learning on critical thinking of nursing students in clinical practicum : A Quasi-experimental study, Zhang , J. , & Chen , B. W., 5 , 1-7, , 2020

125. The effects of composition instruction on intermediate level French students ’ writing performance : Some preliminary findings, Kern , R. G. , & Schultz , J. M., 76 ( 1 ) , 1-13 ., , 1992

126. Comparison of the critical thinking dispositions of ( studying in the secondary science and mathematics division ) pre-service teachers, Kezer , F. , & Turker , B ., 46 , 1279-1283 ., , 2012

127. English speech and the cultivation of language ability : A study on the cultivation of innovative talents in comprehensive English courses, Zhang , D. Y, 3 , 56-59, , 2007

128. Advancing achievement goal theory : Using goal structures and goal orientations to predict students ' motivation , cognition , and achievement, Wolters , C. A, 96 ( 2 ) , 236-250 ., , 2004

129. Is it deficiency in reasoning ability or in systematicity of knowledge : On issues concerning the reasoning ability of the foreign language majors, Qu , W. G., 1 , 60-66, , 2015

130. Reflection of the speculative ability of German English textbooks and its enlightenment to the compilation of English textbooks for Chinese majors, Xu , J. F. , Zhu , X. , & Yang , M., 6 , 44-48 ., , 2015

131. On the effect of learner training on reducing college students ’ English speech anxiety : An empirical study based on English speech classroom teaching, Jin , S. J. , & Yang , X. G., 2 , 28-35, , 2011

132. Are case studies more than sophisticated story-telling ? Methodological problems of qualitative empirical research mainly based on semi-structured interviews, Diefenbach , T., 43 ( 6 ) , 875-894, , 2009

133. Male/female language differences and attributional consequences in a public speaking situation : Toward an explanation of the gender ? linked language effect, Mulac , A. , Lundell , T. L. , & Bradac , J. J ., 53 ( 2 ) , 115-129 ., , 1986

134. Reducing public speaking anxiety for native and non-native English speakers : The value of systematic desensitization , cognitive restructuring , and skills training, Docan-Morgan , T. , & Schmidt , T., 8 ( 5 ) , 16-19 ., , 2012

135. On the relationship between critical thinking ability , language learning strategies , and reading comprehension of male and female intermediate EFL university students, Marzban , A. , & Barati , Z ., 6 ( 6 ) , 1241-1247, , 2016

136. Chinese EFL learners ’ public speaking skills : an investigation of impromptu speeches at the “ FLTRP cup ” English speaking contest in the light of communication models, Fan , L. , Fan , W. W. , & Huang , D., 39 ( 4 ) , 421-439 ., , 2016

137. The effect of public speaking course on the critical thinking skill of English majors in China . Proceedings of 2018 6th ICPESM International Conference on Educational Research , Leisure , Sport and Tourism ( EIST 2018, Hu , Y. N., vol.106 , pp.13-17, , 2018