Abstract
This study investigates the feasibility and effectiveness of praxis of Critical Literacy in Chinese English-major classrooms. The results of qualitative analyses of the information obtained from classroom observations, and interviews reveal that English major students generally have a positive attitude and that several factors affect their perception. These elements consist of: 1) the enhancement of thinking skills by CL practices; 2) student interest in pertinent subjects; 3) student language competency; and 4) the effects of CL practices on tests. Several implications for CL pedagogical practice are also provided in light of the findings.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Lecture Notes in Education Psychology and Public Media
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
