Abstract Recent calls for promoting students’ critical thinking (CT) abilities leave second language (L2) teachers wondering how to integrate CT into their existing agenda. Framed by Paul and Elder’s (2001) CT model, the study explores how CT could be effectively taught in L2 writing as a way to improve students’ CT skills and L2 writing performance. In this study, an infusion approach was developed and implemented in actual classroom teaching. Mixed methods were employed to investigate: (1) the effectiveness of the infusion approach on improving students’ CT and L2 writing scores; (2) the relationship between students’ CT and L2 writing scores; and (3) the effects of the infusion approach on students’ learning of CT and L2 writing. The results of the statistical analyses indicate that the infusion approach has effectively improved students’ CT and L2 writing scores and that there was a significant positive relationship (r=0.893, p<0.01) between students’ CT and L2 writing scores. The results of the post-study interview illustrate that the infusion approach has beneficial effects on students’ learning of CT and L2 writing by bridging the abstract CT theories and interactive writing activities and by integrating the instruction and practice of CT into those of L2 writing.

中文翻译：

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第二语言写作中的批判性思维的教学和评估：融合方法

摘要最近关于提高学生的批判性思维（CT）能力的呼吁使第二语言（L2）教师想知道如何将CT纳入他们现有的议程。在Paul和Elder（2001）的CT模型的框架下，该研究探索了如何在L2写作中有效地教授CT，以此来提高学生的CT技能和L2写作表现。在这项研究中，在实际的课堂教学中开发并实施了一种输液方法。采用混合方法研究：（1）输注方法对提高学生的CT和L2写作成绩的有效性；（2）学生的CT与二语写作成绩的关系；（3）输液方式对学生学习CT和L2写作的影响。统计分析结果表明，输注方法有效地提高了学生的CT和L2写作成绩，并且学生的CT和L2写作成绩之间存在显着的正相关（r = 0.893，p <0.01）。研究后访谈的结果表明，通过融合抽象的CT理论和互动写作活动，以及将CT的指导和实践融入到L2写作中，融合教学法对学生的CT和L2写作学习具有有益的影响。