Chapter 1  Introduction
  1.1  Research Purpose
  1.2  Research Questio
  1.3  Research Methodology
  1.4  Significance of the Study
  1.5  Outline of the Book
Chapter 2  Literature Review
  2.1  Critical Thinking
    2.1.1  Definition of Critical
Thinking
    2.1.2  Critical Thinking Skills
    2.1.3  Critical Thinking in Education
    2.1.4  Studies on Critical Thinking Home
and Abroad
  2.2  Writing Tasks
    2.2.1  Types of Writing Tasks
    2.2.2  Task-based Writing Pedagogy
  2.3  Action Research
    2.3.1   A Historical Overview of
Action Research
    2.3.2  Definition of Action Research
    2.3.3  Classification of Action
Research
    2.3.4  Characteristics of Action
Research
Chapter 3  Teache' Perception towards Critical Thinking and
Students' Performance in EFL Writing
  3.1   College English Teache' Perception towards
Critical Thinking
    3.1.1  Participants
    3.1.2  Itruments
    3.1.3  Results and Findings
  3.2  Assessment of Critical Thinking Abilities in EFL
Writing
    3.2.1  Setting and Participants
    3.2.2  Itrument
    3.2.3  Inter-rater Reliability
    3.2.4  Research Procedure
    3.2.5  Results and Discussion
Chapter 4  The Fit Round of Action Research
  4.1  Research Purposes
    4.2  Planning
    4.2.1  Trafer from Product Writing to
Process Writing
    4.2.2  Teache' Written Feedback Focused on
Writing Content
    4.2.3  Teache' Feedback in the form of
Socratic Questioning
  4.3  Action
   4.4  Observation
    4.4.1   Obvious Achievements in
Evaluation and Explanation
    4.4.2  Arising Problems
  4.5  Reflection
    4.5.1   Teache' Feedback in the form
of Questio
    4.5.2  Teache' Feedback on the Content of
Writing
    4.5.3  Learne' Writing Interest
    4.5.4  Writing Based on Topic Tasks
Chapter 5  The Second Round of Action Research
  5.1  Research Purposes
  5.2  Planning
    5.2.1  Integrating Reading Activities into
Writing
    5.2.2  Writing Based on the Picture
Task
    5.2.3  Braitorming
    5.2.4  Peer Feedback
  5.3  Action
    5.3.1  Pre-Writing Stage
    5.3.2  Writing and Revising Stages
  5.4  Observation
    5.4.1  Interpretation
    5.4.2  Analysis
    5.4.3  Evaluation
    5.4.4  Inference
    5.4.5  Explanation
    5.4.6  Self-Regulation
    5.4.7  Arising Problems
  5.5  Reflection
    5.5.1  Peer Feedback
    5.5.2  Process-Oriented Writing and
Self-Regulation
    5.5.3  Interest in Writing Tasks
Chapter 6  The Third Round of Action Research
  6.1   Research Purposes
  6.2  Planning
    6.2.1   Cotruetivism and Writing
Tasks
    6.2.2  Task Complexity and Task
Difficulty
    6.2.3  Learning with High Motivation
    6.2.4  Self-Evaluation
  6.3  Action
    6.3.1  The Fit Stage
    6.3.2  The Second Stage
    6.3.3  The Third Stage
  6.4  Observation
    6.4.1  Interpretation and Analysis
    6.4.2  Evaluation
    6.4.3  Inference
    6.4.4  Explanation
    6.4.5  Self-Regulation
  6.5  Reflection
    6.5.1  Exploring-Typed Writing Tasks
    6.5.2  Self-Assessment
Chapter 7  Conclusion and Implication
  7.1   Conclusion
    7.1.1  EFL Writing and Critical
Thinking
    7.1.2  Writing Task Types and Critical
Thinking
    7.1.3  Various Teaching Approaches and
Critical Thinking
    7.1.4  Writing Task Types and Learne'
Enthusiasm
  7.2  Implicatio
    7.2.1  Implicatio for the National College
English Education System
    7.2.2  Implicatio for English Teache
    7.2.3   Implicatio for Chinese College
Students
  7.3  Limitation
  7.4  Further Research
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Appendix Ⅵ
Bibliography
POSTSCRIPT