摘要：This study attempts to explore the effectiveness of task-based cooperative writing instruction on critical thinking and English writing development. To address the issues, an experiment is carried out between two university classes, who received task-based cooperative writing and traditional non-source based writing respectively. Based on the analysis, the major findings are obtained as follows. Firstly, task-based cooperative writing could effectively cultivate college students’ critical thinking abilities in general and students’ critical thinking affective disposition and cognitive skill to a significant degree in particular; Secondly, as for the 7 critical thinking sub-dispositions, the analyticity is improved to a significant level while CT-confidence, inquisitiveness, truth-seeking, maturity, open-mindedness and systematicity are not significantly enhanced. And as for the 6 critical thinking sub-skills, interpretation, explanation, inference, and analysis are all developed to a significant extent while self-regulation failed to reach the significant level; Finally, students’ writing proficiency is also promoted. College students’ critical thinking ability is positively and significantly correlated with their writing proficiency. Among the critical thinking sub-dispositions, there exists a positive correlation between students’ writing quality and truth-seeking as well as maturity. And the correlations between the writing quality and all the critical thinking sub-skills are positive and significant.
