International Journal of Research Studies in Management
CollabWritive Special Issue
2024 Volume 12 Issue 12
Available Online: 1 September 2024
Author/s:
Su, Xiaoqing
Graduate School, Lyceum of the Philippines University – Batangas, Philippines
Abstract:
This study was aimed at determining the relationships among critical thinking abilities, cognitive reading strategies, and task-based language learning among Chinese EFL learners as basis for a proposed program to enhance English language learning. This study was conducted in five universities of China, including both public and private. This research efficiently employed the convenience of Wechat’s online survey, engaging 400 respondents across five diverse universities, ensuring an equal representation of EFL learners. Finally, 400 valid questionnaires were retrieved. Findings showed that Chinese EFL learners had high critical thinking abilities, preferred to use certain strategies over other strategies in reading, and had high cognitive reading levels. In general, Chinese EFL learners typically exhibit a moderate to high degree of critical thinking skills when engaging in English reading. These learners often maintain a positive mindset and strong self-belief towards their English reading abilities. They tend to employ a range of strategies with a moderate level of frequency. Significant differences emerged in responses regarding critical thinking abilities and cognitive reading strategies, grouped by school and proficiency level. Participants from private universities and with ten years above English learning experience have better assessment than others and female students have better performance. There was significant difference in responses on cognitive reading strategies on exposure to reading when grouped according to sex. Female students have better assessment on reading strategies. This study investigated the detailed correlation among three variables and proposed a language learning enhancement program based on the results, aiming to improve the level of critical thinking abilities, cognitive reading strategies and implementation of task-based language learning. Additionally, the study is anticipated to contribute favorably toward reforming English reading instruction among Chinese EFL learners.
Keywords: EFL learners in China, English reading, critical thinking abilities, cognitive reading strategies, task-based language learning
DOI: https://doi.org/10.5861/ijrsm.2024.1271
Cite this article:
Su, X. (2024). Critical thinking abilities, cognitive reading strategies, and task-based language learning among Chinese EFL learners. International Journal of Research Studies in Management, 12(12), 125-135. https://doi.org/10.5861/ijrsm.2024.1271