精進學術寫作之整合課程設計

Enhancing Academic Writing with Dialogical Critical Thinking: An Integrated Course Design

基於社會建構理論框架上，本研究旨在探討如何將對話式批判思考融入學術閱讀與寫作教學設計，幫助台灣的大學生寫出更好的學術短文。本研究的參與者為26位台灣國立大學的大學生，課程為進階學術英文寫作技巧。本計劃收集的資料包括三篇學術短文及其之評分，對話式批判思考時錄製的對話，及後續的訪談。量化分析後發現，學術短文的分數於此教學設計後呈現顯著性差異，而質性分析也發現對話式批判思考幫助台灣大學生組織、修改及編輯學術短文。本研究期待能提供教師關於對話式批判思考融入學術閱讀與寫作教學的見解。

This study is based on the theoretical framework of Social Constructivism and aims to explore the integration of dialogical critical thinking into academic reading and writing instruction in the EAP context in Taiwan. The study examines how this instructional design assists EFL Taiwanese university students in composing academic essays. The study involved 26 Taiwanese EFL students from a national university enrolled in the English Academic Writing Skills course at the Center for Language Studies. The participants came from various disciplines, and their English proficiency ranged from CEFR B2 to CEFR C1. In this course, the students were tasked with writing three academic essays following three distinct organizational patterns: exemplification, classification, and cause and effect. For each essay, students engaged in dialogical critical thinking by utilizing the pedagogy of questioning and a comprehensive critical thinking model to analyze and evaluate the provided reading passages and their academic essays. The collected data for this study included academic essays and their scores, dialogues from the dialogical critical thinking sessions and follow-up interviews. Quantitative analysis revealed a significant improvement in essay scores after implementing this instructional design. Qualitatively, the transcribed and coded dialogues and follow-up interviews demonstrated that dialogical critical thinking aided students in organizing, revising, and editing their essays. The teaching practice project aims to provide valuable insights into integrating dialogical critical thinking into academic reading and writing instruction for other EAP instructors.