Constructing a University EFL Textbook Model for Critical Thinking Development: A Case Study in Media, Arts, and Design Disciplines

Linqiang Guo

doi:10.6918/IJOSSER.202511_8(11).0027

Authors

Linqiang Guo

DOI:

https://doi.org/10.6918/IJOSSER.202511_8(11).0027

Keywords:

Critical Thinking, Textbook Design, Content-Based Instruction (CBI), Project-Based Learning (PjBL), Media, Arts, and Design, English for Academic Purposes

Abstract

In response to the deficiencies in critical thinking training, disconnection from disciplinary content, and fragmented topics prevalent in current University English textbooks, particularly for students in Media, Arts, and Design, this study constructs an innovative textbook design model. Grounded in Content-Based Instruction (CBI) and Project-Based Learning (PjBL), the model proposes organizing an entire textbook around a sequenced "Grand Creative Project" central to the discipline. Each unit constitutes a phase of this project, with content logically interconnected and cognitive demands progressively deepening. Using the example of "Curating a Virtual Art Exhibition on 'Selfie Culture'", this paper elaborates on how the model integrates language learning, disciplinary knowledge construction, and critical thinking development through five sequenced units: Thematic Inquiry, Curatorial Research, Narrative Design, Curatorial Rationale, and Promotion. This model provides a theoretical framework and practical pathway for developing new EFL textbooks that effectively cultivate critical thinking, creative expression, and cross-cultural communication skills for students in arts and design fields.

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