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.
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More From: Lecture Notes in Education Psychology and Public Media
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