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The study set out to map the taxonomy of critical thinking ability in EFL learning for Chinese senior middle school students. It was conducted through three stages: literature survey, teacher interviews and item reviews. First, the English Curriculum Standards for Chinese Senior Middle Schools was surveyed, then six senior middle school teachers participated in interviews, followed by item reviews. Accordingly, three versions of a construct framework were formulated. Version Three contained five skills (analysis, inference, evaluation, construct/synthesis, self-reflection/self-correction) and 58 indicators. The five-skill framework supports influential critical thinking ability frameworks with empirical data and enriches the literature by integrating critical thinking ability into EFL learning. It also provides stakeholders (senior middle school teachers/students, parents, and educational administrators) with components and detailed indicators of critical thinking ability, so it facilitates the cultivation of EFL senior middle school students’ critical thinking ability. |
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