Effects Of Post Feedback Revisions On Non-English Majors’Critical Thinking Skills In L2 Writing

With sociocultural theory,cooperative learning,and the process approach as the theoretical foundation,this thesis investigates the impact of post feedback revisions on critical thinking(CT)skills in L2 writing,which is based on the hierarchical model of CT skills and the CT affective dispositions questionnaire conducted by Wen Qiufang.The study examines the features of non-English majors’ CT skills in L2 writing and the changes in CT skills during three post feedback revisions with 60non-English majors at a university in northeastern China as the participants.CT skills are divided into five levels,namely poor,relatively poor,average,relatively good,and good.The descriptive statistics of the first drafts’ CT parameters reveal that non-English majors’ CT skills are generally below the average level,namely at the poor or relatively poor level.The first drafts exhibit certain deficiencies,that is,the central argument is relatively clear but the sub-arguments are blurring;the argument or supporting ideas deviate from the topic;the argument is insufficient and thus the reasoning process is superficial;and there is an absence of textual coherence and logic.From the analysis of the paired-samples t-tests results after three post feedback revisions,it is found that the values of the four CT parameters in the final drafts,namely explicitness,relevance,sufficiency,and coherence,are significantly higher than those in the first drafts,demonstrating a significant improvement in non-English majors’ CT skills in L2 writing.The final drafts’ CT skills are generally at the relatively good level,only with a small proportion at the average level.The final drafts present clear central and sub-arguments,the arguments and supporting ideas relevant to the topic,appropriate examples with relatively sound reasoning,appropriate connecting words and improved logic.The results of the questionnaire and the semi-structured interview indicate that non-English majors hold affirmative attitudes towards post feedback revisions and their CT affective dispositions are generally positive.Therefore,post feedback revisions have a positive impact on non-English majors’ CT skills.This study enriches the research on L2 writing instruction and CT skills,which hopefully provides some references for future research related to post feedback revisions.