Alnofaie, H. A. (2013). The implementation of critical thinking as EFL pedagogy: challenges and opportunities. Unpublished doctoral dissertation, Newcastle University, U.K.
Amineh, R. J., & Asl, H. D. (2015). Review of Constructivism and Social Constructivism. Journal of Social Sciences, Literature and Languages, 1(1), 9-16.
Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31(1), 71-94.![new window](/gs32/images/newin.png)
Atkinson, D., & Heritage, J. (1999). Transcript notation - Structures of social action: studies in conversation analysis. Aphasiology, 13(4), 243-249.
Bacha, N. (2010). Teaching the academic argument in a university EFL environment. Journal of English for Academic Purposes, 9(3), 229–241.
Bailey, F., & Pransky, K. (2005). Are "other people's children" constructivist learners too? Theory into Practice, 44(1), 19-26.![new window](/gs32/images/newin.png)
Beyer, B. K. (2001). What philosophy offers to the teaching of thinking. In A. L. Costa (Ed.), Developing minds: A resource book for teaching thinking (3rd ed., pp. 87-91). Alexandria, VA: Association for Supervision and Curriculum Development.
Benesch, S. (1999). Thinking critically, thinking dialogically, TESOL Quarterly, 33(3), 573-580.
Benesch, S. (2001). Critical English for academic purposes. Mahwah: Lawrence Erlbaum.
Bensley, D. A. (1998). Critical thinking in Psychology: A unified skill approach. Pacific Grove, CA: Brooks/Cole.
Bonk, C., & Cunningham, D. (1998). Searching for learner-centered, constructivist, and socialcultural component of collaborative educational learning tools. In C. Bonk & K. King (Eds.), Electronic collaborators (pp. 25-50). Mahwah, NJ: Lawrence Erlbaum Associates.
Brandon, L. (2012). At a glance: Essays. Boston: Wadsworth Cengage Learning.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology 3(2), 93.
Bruce, I. (2011). Introduction to EAP: Key issues and concepts. In I. Bruce, Theory and concepts of English for Academic Purposes (pp. 3-14). London: Palgrave.
Bryman, A. (2004). Social research methods. Oxford: Oxford University.
Butler, J. A., & Britt, M. A. (2011). Investigating instruction for improving revision of argumentative essays. Written Communication, 28(1), 70-96.![new window](/gs32/images/newin.png)
Buranapatana, M. (2006). Enhancing critical thinking of undergraduate Thai students through dialogic inquiry. Unpublished doctoral dissertation, University of Canberra, Australia.
Carrithers, D., Ling, T. & Bing, J. C. (2008). Messy problems and lay audiences: Teaching critical thinking within the finance curriculum. Business Communication Quarterly, 71, 152-170.
Carter, R. (2007). Response to special issue of applied linguistics devoted to language creativity in everyday context. Applied Linguistics, 28(4), 597-608.
Chao, C. C., & Lin, Y. Y. (2016). 培養思考力:文學小圈圈在高中英文課堂的應用 [Cultivating thinking skills: The application of literature circle in high school English classes]. In C. L. Chern & Y. S. Cheng, 培養思考力:以高中階段英語文教育為例[Cultivating Thinking Skills: An Example from English Language Education in Senior High Schools] (pp. 83- 104). Taiwan: Crane.
Chen, M. (2010). Infusing Thinking Skills into an L2 Classroom: A Case Study of an Innovation in a Taiwanese University. Unpublished doctoral dissertation, Newcastle University, UK.
Chern, C. L. (2016). 批判性思考的理念與英語教學應用 [The concept of critical thinking and the application in English teaching and learning.]. In C. L. Chern & Y. S. Cheng, 培養思考力:以高中階段英語文教育為例 [Cultivating Thinking Skills: An Example from English Language Education in Senior High Schools] (pp. 1-16). Taiwan: Crane.
Clark, D. B., & Sampson, V. (2007). Personally-seeded discussions to scaffold online
argumentation. International Journal of Science Education, 29, 253-277.
Cook, G. (2000). Language play, language learning. Oxford: Oxford University Press.
Croskerry, P. (2003). Cognitive forcing strategies in clinical decision making. Annals of Emergency Medicine. 41, 110-120.
Daniel, M. F. (2001). Philosophical dialogue among peers: A study of manifestations of critical thinking in pre-service teachers. Advances in Health Sciences Education, 6, 49-67.
Davies, W. M. (2008). ‘Not quite right’: helping students to make better arguments. Teaching in Higher Education, 13(3), 327–340.
Dawson, R. E. (2000). Critical thinking, scientific thinking, and everyday thinking: Metacognition about cognition, Academic Exchange Quarterly, Fall, 76-83.
Dewey, J. (1933). How we think. A restatement of the relation of reflective thinking to the educative process. Boston: D. C. Heath.
Diestler, S. (2001). Becoming a critical thinker: A user friendly manual (3rd ed.). Upper Saddle River, NJ: Prentice-Hall.
Dooey, P. (2010). Students’ perspectives of an EAP pathway program. Journal of English for Academic Purposes, 9(3), 184-197.
Doolittle, P. E. (1999). Constructivism and online education. Retrieved from http://www.trainingshare.com/resources/doo2.htm
Duron, R., Limbach, B., & Waugh, W. (2006). Critical thinking for any discipline. International Journal of Teaching and Learning in Higher Education, 17(2), 160-166.
Eisenman, G., & Payne, B. D. (1997). Effects of the higher order thinking skills program on at-risk young adolescents’ self-concept, reading achievement, and thinking skills. Research in Middle Level Education Quarterly, 20(3), 1-25.
Ennis, R. H. (1962). A concept of critical thinking. Harvard Educational Review, 32, 82-111.
Ennis, R. H. (1987). A taxonomy of critical thinking dispositions and abilities. In J. B. Baron & R. J. Sternberg (Eds.), Teaching thinking skills: Theory and practice. New York, NY: W.H. Freeman.
Ennis, R. H. (1989). Critical thinking and subject specificity: Clarification and needed research. Educational Researcher, 18, 4-10.
Erduran, S. (2008). Argumentation in science education. Dordrecht: Springer.
Facione, P. A. (2000). The disposition toward critical thinking: Its character, measurement and relation to critical thinking skill. Informal Logic, 20(1), 61-84.![new window](/gs32/images/newin.png)
Facione, P. A. (2009). Critical thinking: What it is and why it counts. Retrieved from http://www.insightassessment.com/9articles%20WW.html.
Fahim, M., & Mirzaii, M. (2014). Improving EFL argumentative writing: A dialogic critical thinking approach. International Journal of Research Studies in Language Learning, 3(1), 3-20.![new window](/gs32/images/newin.png)
Field, A. (2000). Discovering statistics using SPSS for windows: advanced techniques for the beginner. London: Sage.
Flores, K. L., Markin, G. S., Burbach, M. E., Quinn, C. E. & Harding, H. (2012). Deficient critical thinking skills among college graduates: Implications for leadership. Educational Philosophy and Theory, 44, 212-230.
Garside, C. (1996). Look who’s talking: a comparison of lecture and group discussion teaching strategies in developing critical thinking skills. Communication Education, 45, 212–227.
Gaskaree, B. L., Mashhady, H. & Dousti, M. (2010). Using critical thinking activities as tools to integrate language skills. Sino-US English Teaching, 7(4), 33-45.
Gibson, M. (2012). Integrating higher-order thinking skills into the L2 classroom. Retrieved from: https://dadun.unav.edu/bitstream/10171/27571/1/Gibson.pdf
Gieve, S. (1998). Comments on Dwight Atkinson’s “A Critical Approach to Critical Thinking in TESOL”: A case for critical thinking in the English language classroom. A reader reacts. TESOL Quarterly, 32(1), 123-129.![new window](/gs32/images/newin.png)
Halpern, D. F. (1998). Teaching critical thinking for transfer across domain: dispositions, skills, structure training and metacognitive monitoring. American Psychologist, 53(4), 449-455.
Hammersley, M. (1996). The relationship between qualitative and quantitative research: paradigm loyalty versus methodological eclecticism. In J. T. E. Richardson (Eds.), Handbook of qualitative research methods for Psychology and the Social Science (pp. 159-174). Leicester: BPS Books.
Hashemi, M. R. & Ghanizadeh, A. (2012). Critical discourse analysis and critical thinking: An experimental study in an EFL context. System, 40(1), 37-47.![new window](/gs32/images/newin.png)
Heijltjes, A., Van Gog, T. & Paas, F. (2014). Improving students’ critical thinking: Empirical support for explicit instructions combined with practice. Applied Cognitive Psychology, 28, 518-530.
Hyland, K. (1990). A genre description of the argumentative essay. RELC Journal, 21, 66-78.
Hyland, K. & Hamp-Lyons, L. (2002). EAP: Issues and directions. Journal of English for Academic Purposes, 1(1), 1-12.![new window](/gs32/images/newin.png)
Hyland, K. & Shaw, P. (2016). Introduction. In K. Hyland & P. Shaw (Eds.), The Routledge handbook of English for academic purposes (pp. 1-13). New York: Routledge.
Inch, E. S., & Warnick, B. (2010). Critical thinking and communication: The use of reason in argument (6th ed.). Hong Kong: Allyn & Bacon.
Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: a research paradigm whose time has come. Educational Researcher, 33(7), 14-26.
Jones, M., & Araje, L. (2002). The impact of constructivism on education: Language, discourse, and meaning. American Communication Journal, 5(3). Retrieved from: https://ac-journal.org/journal/vol5/iss3/special/jones.pdf
Jordan, R. R. (2002). The growth of EAP in Britain. Journal of English for Academic Purposes, 1(1), 69-78.![new window](/gs32/images/newin.png)
Jenkins, E. W. (2000). Constructivism in school science education: Powerful model or the most dangerous intellectual tendency? Science & Education, 9, 599-610.
Kalpana, T. (2014). A Constructivist perspective on teaching and learning: A conceptual
framework. International Research Journal of Social Sciences, 3(1), 27-29.![new window](/gs32/images/newin.png)
Lang, D. (2000). Critial thinking in web courses: An oxymoron? Syllabus, 14(2), 20-24.
Liaw, M. L. (2007). Content-based reading and writing for critical thinking skills in an EFL context. English Teaching and Learning, 31(2), 45-87.
Lipman, M. (1988). Critical thinking – what can it be? Educational Leadership, 46(1), 38-43.![new window](/gs32/images/newin.png)
Liu, F., & Stapleton, P. (2014). Counterargumentation and the cultivation of critical thinking in argumentative writing: Investigating washback from a high-stakes test. System, 45, 117-128.
Matsumoto, D., & Yoo, S. H. (2006). Toward a new generation of cross-cultural research. Perspectives in Psychological Science, 1, 234−250.![new window](/gs32/images/newin.png)
McPeck, F. (1981). Critical thinking and education. New York: St. Martine’s Press.
Meiramova, S. (2017). Applications of critical thinking research: Foreign language teaching in an intercultural context. The Online Journal of New Horizons in Education, 7(1), 24-36.![new window](/gs32/images/newin.png)
Mercer, N., & Littleton, K. (2007). Dialogue and the development of children’s thinking: A sociocultural approach. London & New York: Rutledge.
Mitchell, S., & Riddle, M. (2000). Improving the quality of argument in higher education. Final Report. School of Lifelong Learning and Education: Middlesex University.
Moon, J. (2008). Critical thinking: An exploration of theory and practice. Routledge, London and New York.
Moore, T. J. (2017). On the teaching of critical thinking in English for Academic Purposes. In R. Breeze & C. Sancho Guinda (Eds.), Essential competencies for English-medium university teaching (pp.19-35). Educational Linguistic.
Mulnix, J. W. (2012). Thinking critically about critical thinking. Educational Philosophy and Theory, 44(5), 464-479.
Mvududu, N. H., & Thiel-Burgess J. (2012). Constructivism in practice: The case for English language learners. International Journal of Education, 4(3), 108-118.
National Academy for Educational Research. (2015). Brief Introduction to 12-year Basic Education Curriculum Guidelines. Retrieved from https://www.naer.edu.tw/ezfiles/0/1000/img/52/129488083.pdf
Nesi, H., & Gardner, S. (2006). Variation in disciplinary culture: university tutors’ views on assessed writing tasks. In R. Kiely, P. Rea-Dickins, H. Woodfield, & G. Clibbon (Eds.), Language, culture and identity in applied linguistics (pp. 99–117). London: BAAL/Equinox.
Niu, L., Behar-Horenstein, L. S., & Garvan, C. W. (2013). Do instructional intervention influence college students’ critical thinking skills? A meta-analysis. Educational Research Review, 9, 114-128.
Nunan, D. (1992). Research methods in language learning. Cambridge: Cambridge University Press.
Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia-Pacific region. TESOL Quarterly, 37(4), 589-613.
Olsen, W. (2004). Triangulation in social research: Qualitative and quantitative methods can really be mixed. Developments in Sociology, 20, 103-118.
Papastephanou, M., & Angeli, C. (2007). Critical thinking beyond skill. Educational Philosophy and Theory, 42(1), 6-20.![new window](/gs32/images/newin.png)
Patchan, M. (2011). Peer review of writing: learning from revision using peer feedback and reviewing peers’ texts (Unpublished doctoral dissertation). University of Pittsburgh. Pittsburgh, Pennsylvania.
Paul, R. (1990). Critical thinking: What every person needs to survive in a rapidly changing world. Rohnert Park, California: Center for Critical Thinking and Moral Critique.
Paul, R. (1992). Critical thinking: what, why and how? New Directions for Community Colleges, 77, 3-24.
Paul, R. (2005). The state of critical thinking today. New Directions for Community Colleges, 130, 27-38.
Paul, R., & Elder, L. (2006). Critical thinking: Learn the tools the best thinkers use. New Jersey: Pearson Prentice Hall.
Paul, R., & Elder, L. (2008). The miniature guide to critical thinking. Dillon Beach, CA, Foundation of Critical Thinking Press.
Paul, R., Elder, L., & Bartell, T. (1997). California teacher preparation for instruction in critical thinking: Research finding and policy recommendations. Sacramento: California Commission on Teacher Credentialing.
Pelligrino, J. W., & Hilton, M. L. (Eds.), (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century, National Academics Press.
Pica, T. (2000). Tradition and transition in English language teaching methodology. System, 29, 10-18.
Qin, J., & Karabacak, E. (2010). The analysis of Toulmin elements in Chinese EFL university argumentative writing. System, 38, 444-456.
Rao, Z. (2007). Training in brainstorming and developing writing skills, ELT Journal, 61(2), 100-106.
Ravichandran, S., Kretovics, M., Kirby, K., & Ghosh, A. (2017). Strategies to address English language writing and challenges faced by international graduate students in the US. Journal of International Students, 7(3), 764-785.
Reed, J. H. (1998). Effect of a Model for Critical Thinking on Student Achievement in Primary Source Document Analysis and Interpretation, Argumentative Reasoning, Critical Thinking Dispositions and History Content in A Community College History Course. (Doctoral dissertation). Retrieved from http://www.criticalthinking.org/pages/effect-of-a-model-for-critical-thinking-on-student-achievement/596
Rezaei, S. (2011). Critical thinking in language education. Journal of Language Teaching and Research, 2(4), 769-777.
Richards, J. C., & Schmidt, R. (2010). Longman dictionary of language teaching and applied linguistics (4th ed.). London: Longman Pearson Education.
Robson, C. (2002). Real world research: A resource for social scientists and practitioner-researchers. Oxford: Blackwell.
Sampson, V., & Clark, D. B. (2008). Assessment of the ways students generate arguments in science education: current perspectives and recommendations for future directions. Science Education, 92, 447-472.
Schmidt, S. J. (1999). Using writing to develop critical thinking skills. NACTA Journal, 31-38.
Scriven, M., & Paul, R. (2008a). Defining Critical Thinking, Foundation for Critical Thinking. Retrieved from http://www.criticalthinking.org/aboutCT/definingCT.cfm
Scriven, M., & Paul, R. (2008b). Our Concept of Critical Thinking, Foundation for Critical Thinking. Retrieved from http://www.criticalthinking.org/aboutCT/ourConceptCT.cfm
Shirkhani, S. & Fahim, M. (2011). Enhancing critical thinking in foreign language learners. Social and Behavior Sciences, 29, 111-115.
Shor, I., & Freire, P. (1987). What is the “dialogic method” of teaching? Journal of Education, 169(3), 11-31.
Simon, S. (2008). Using Toulmin's Argument Pattern in the evaluation of argumentation in school science. International Journal of Research & Method in Education, 31, 277-289.
Spack, R. (1997). The rhetorical construction of multilingual students. TESOL Quarterly, 31, 765-774.
Stapleton, P., & Wu, Y. (2015). Assessing the quality of arguments in students' persuasive writing: A case study analyzing the relationship between surface structure and substance. Journal of English for Academic Purposes, 17, 12-23.
Sternberg, R. J. (1986). Critical thinking: Its nature, measurement, and improvement. National Institute of Education. Retrieved from http://eric.ed.gov/PDFS/ED272882.pdf
Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97-114). Oxford: Oxford University Press.
Swain, M., Brooks, L., & Tocalli-Beller, A. (2002). Peer-peer dialogue as a means of second language learning. Annual Review of Applied Linguistics, 22, 171-185.
Swales, J. M., & Feak, C. B. (2004). Academic writing for graduate students: Essential tasks and skills (2nd ed.). Ann Arbor, MI: University of Michigan Press.
Tanaka, J. (2014). A dialectical approach to critical thinking in EAP writing. Second Language Studies, 33(1), 53-84.![new window](/gs32/images/newin.png)
Toulmin, S. (1958). The uses of argument. Cambridge: Cambridge University Press.
Toulmin, S. (2003). The uses of argument (2nd ed.). Cambridge: Cambridge University Press.
Tsui, A. B. M., & Ng, M. (2000). Do secondary L2 writers benefit from peer comments? Journal of Second Language Writing, 9(2), 147-170.
Van Gelder, T. (2005). Teaching critical thinking: some lessons from cognitive science, College Teaching, 53, 41-46.
Vaughn, L. (2005). The power of critical thinking: Effective reasoning about ordinary and extraordinary claims. Oxford: Oxford University Press.
von Glasersfeld, E. (1998). Why constructivism must be radical. In M. Larochelle, N. Bednarz, & J. Garrison (Eds.), Constructivism and education (pp. 25-50). Cambridge: Cambridge University Press.
Vyncke, M. (2012). The concept and practice of critical thinking in academic writing: An investigation of international students’ perceptions and writing experiences. Unpublished master’s thesis, King’s College, London, U.K.
Willingham, D. T. (2007). Critical thinking: Why is it so hard to teach? American Educator, Summer, 8-19.
Wingate, U. (2012). Argument! Helping students understand what essay writing is about. Journal of English for Academic Purposes, 10, 1-10.
Wofle, C. R., Britt, M. A., & Butler, J. A. (2009). Argumentation schema and the myside bias in written argumentation. Written Communication, 26, 183-209.
Wright, I. (2002). Is that right? Critical thinking and the social world of the young learner. Toronto: Pippin Publishing.
Wu, S. M. (2006). Creating a contrastive rhetorical stance: investigating the strategy of problematization in students’ argumentation. RELC Journal, 37(3), 329–353.
Yang, Y. T., & Gamble, J. (2013). Effective and practical critical thinking-enhanced EFL instruction. ELT Journal, 67(4), 398-412.
Yarrow, F., & Topping, K. J. (2001). Collaborative writing: The effects of metacognitive prompting and structured peer interaction. British Journal of Education Psychology, 71(2), 261-282.
Yuan, H., Williams, B. A., & Fan, L. (2008). A systematic review of selected evidence on developing nursing students’ critical thinking through problem-based learning. Nursing Education Today, 28(6), 657-663.
Zhu, W. (2001). Performing argumentative writing in English: Difficulties, processes, and strategies. TESL Canada Journal, 19(1), 34-50.![new window](/gs32/images/newin.png)