Cultivating Foreign Language Learners’ Critical Thinking Skills in a Flipped Model

Xiaoqing LIU


Despite a shift of learning approaches to the flipped model and rich studies on CT skills, there lack some attempts of training CT skills in this new way of learning. This study adopted a quasi-experiment design to test the effect of cultivating foreign language learners’ critical thinking in a flipped model. Research findings showed a significant increase in students’ CT skills in the experiment group, especially in three key component sub-skills, analysis, inference and deduction. Pedagogical implications were offered as to the way of explicitly training students’ CT skills.


Critical thinking; Flipped model; CCTST; Language class

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