This study investigates whether critical questioning training can enhance learners' questioning ability, critical thinking awareness, and regulate cognitive biases. Two groups of English major learners were involved, with the experimental group undergoing a 12-week critical questioning training program. The results showed that the questioning ability of the experimental group significantly improved after the training, as evidenced by a marked increase in the number of conceptual clarification and evidence-based questions posed. Before the experiment, a significant correlation existed between the degree of text agreement and questioning levels in both groups. After the experiment, the significant correlation between text agreement and questioning levels was still observed in the control group, but not in the experimental group. Moreover, the degree of text agreement in the experimental group decreased, indicating a stronger critical awareness. However, the score of critical thinking disposition questionnaire of both groups did not show significant improvement.

Wang Xiuli, Tan Jinwen, Hu Hong. Asking the Right Questions—the Impact of Critical Questioning Training on English Majors’ Critical Thinking Development. Academic Journal of Humanities & Social Sciences (2025), Vol. 8, Issue 5: 1-9. https://doi.org/10.25236/AJHSS.2025.080501.

[1] Ennis R. Critical thinking: Reflection and perspective Part II[J]. Inquiry: Critical thinking across the Disciplines, 2011, 26(2): 5-19. 

[2] Partnership for 21st Century Skills--Framework for 21st Century Learning[EB/OL]. Retrieved from http://www.21stcenturyskills.org/documents/frameworkflyer_072307.pdf

[3] Yu Limin. The Overall Framework of "Core Competencies for Students' Development" Has Been Released--How to Cultivate Core Competencies [EB/OL] http://edu.people.com.cn/n1/2016/1115/c1053-28860411.html

[4] Navracsics, Tibor. Foreword. In Key Competences for Lifelong Learning. European Commission, Directorate-General for Education, Youth, Sport and Culture[R]. 2020

[5] Fan K, See B H. How do Chinese students’ critical thinking compare with other students?: A structured review of the existing evidence[J]. Thinking Skills and Creativity, 2022, 46: 101145.

[6] Huang Yuanshen. The English Major Curriculum Must Undergo Thorough Reform - Revisiting "The Absence of Critical Thinking" [J]. Foreign Language World, 2010(1): 6-13.

[7] Pei Zhengwei, Xing Yanhong, Xu Li. Group Discussion Driven by Questions at Different Cognitive Levels and the Cultivation of Critical Thinking Skills [J]. Foreign Languages and Their Teaching, 2018(05): 118-128+150-151.

[8] Paul R, Elder L. Critical thinking: The art of Socratic questioning[J]. Journal of developmental education, 2007, 31(1): 36.

[9] Neber H, Anton M. Promoting Pre‐experimental Activities in High‐school Chemistry: Focusing on the role of students’ epistemic questions[J]. International Journal of Science Education, 2008, 30(13): 1801-1821.

[10] Sason H, Michalsky T, Mevarech Z. Promoting middle school students’ science text comprehension via two self-generated “linking” questioning methods[J]. Frontiers in Psychology, 2020, 11: 595745.

[11] Ikuenobe P. Questioning as an epistemic process of critical thinking[J]. Educational Philosophy and Theory, 2001, 33(3-4): 325-341.

[12] Şeker H, Kömür S. The relationship between critical thinking skills and in‐class questioning behaviours of English language teaching students[J]. European journal of teacher education, 2008, 31(4): 389-402.

[13] Liu Hao Meng Yaru, Qiu Hu A study on the relationship between the level of student-generated questions and their critical thinking ability [J]. Foreign Language Teaching Theory and Practice, 2016(2):70-76

[14]Rezaei S, Derakhshan A, Bagherkazemi M. Critical thinking in language education[J]. Journal of Language Teaching and Research, 2011, 2(4): 769-781.

[15]DeWaelsche S A. Critical thinking, questioning and student engagement in Korean university English courses[J]. Linguistics and Education, 2015, 32: 131-147.

[16] Alharbi, M. A., & Al-Hoorie, A. H. Turnitin peer feedback: Controversial vs. non-controversial essays [J]. International Journal of Educational Technology in Higher Education, 2020, 17(17). https://doi.org/10.1186/s41239-020- 00195-1

[17] Coker K K, Flight R L, Baima D M. Video storytelling ads vs argumentative ads: how hooking viewers enhances consumer engagement[J]. Journal of Research in Interactive Marketing, 2021, 15(4): 607-622.

[18] Edwards K, Smith E E. A disconfirmation bias in the evaluation of arguments[J]. Journal of personality and social psychology, 1996, 71(1): 5-24. 

[19] Manalo E, Sheppard C. How might language affect critical thinking performance?[J]. Thinking Skills and Creativity, 2016, 21: 41-49.

[20] Luo Qinxu Yang Xinhui Revision for CCTDI(Chinese Version)[J] Psychological Development and Education, 2004, 17(3): 47-51.

[21] Browne M N, Keeley S M. Asking the right questions: A guide to critical thinking[M]. Pearson Education, 2007.

[22] Paul R, Binker A J A. Socratic questioning [J]. Critical thinking: What every person needs to survive in a rapidly changing world, 1990: 269-298.

[23] Graesser A C, Person N K. Question asking during tutoring[J]. American educational research journal, 1994, 31(1): 104-137.

[24] Daniel K. Thinking, fast and slow [M]. Anchor Canada 2017.

[25] Nisbett R. The Geography of Thought: How Asians and Westerners Think Differently [M]. Simon and Schuster, 2010.

[26] Deng Xiaomang. Eleven Lectures on the Comparison of Chinese and Western Cultures [M] Hunan Education Publishing House

[27] Bernard, R. M., Zhang, D., Abrami, P. C., Sicoly, F., Borokhovski, E., & Surkes, M. A. Exploring the structure of the Watson–Glaser Critical Thinking Appraisal: One scale or many subscales? [J]. Thinking Skills and Creativity, 2008 3(1), 15-22.

[28] Hyytinen H, Nissinen K, Kleemola K, et al. How do self-regulation and effort in test-taking contribute to undergraduate students’ critical thinking performance?[J]. Studies in Higher Education, 2024, 49(1): 192-205.

[29] Overholser J C. Elements of the Socratic Method: IV. Disavowal of knowledge[J]. Psychotherapy: Theory, Research, Practice, Training, 1995, 32(2): 283-292.

[30] Ikuenobe P. Questioning as an epistemic process of critical thinking[J]. Educational Philosophy and Theory, 2001, 33(3-4): 325-341.