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Critical thinking (hereafter CT) has been long regarded as a quality for a lifetime of complicated choices that individuals have to make in their personal, academic and social lives. It has been considered by many scholars a basic survival skill (Moon, 2008) and a fundamental goal of learning mainly in higher Education. As General Senior High School Curriculum Standards: English (2020 Edition) was promulgated, the CT which is specified in thinking quality has officially become a learning objective in basic education (Ministry of Education, 2020). Some scholars distinguish CT into two constructs: the skills and disposition of CT (Facione, 2000; Cheng et al., 2016). While much research has been done on critical thinking skills (hereafter CTS) (Ku, 2009), the critical thinking disposition (hereafter CTD) which acts as internal motivation has not been adequately investigated (Darby & Rashid, 2017; Rauscher & Badenhorst, 2020). A diversity body of educational research has reported its significance in EFL context, and more studies have tried to explore strategies and approaches which may contribute to its development.

As an important language skill, writing assists students in processing information and engaging in high-level thinking (Shannon, 1990). Specifically, five types of thinking qualities are involved in writing---profundity, flexibility, criticality, originality and agility (Wang & Lin, 2007). Although the research into CT and writing is still in its infancy (Han et al, 2011), some research of this field has already yielded good results. Studies can be generally categorized into two kinds, which are theoretical analysis at the macro level (Sun, 2011; Ren, 2013) and the model construction trying to blend CT and writing together especially in CT cultivation and assessment at the micro level (Han et al., 2009; Li, 2011). It is also necessary to mention that previous studies mainly focused on college students, but few were done in senior high schools. It is believed that CT in foreign language or second language writing will become a hot topic in the future (Stapleton, 2002; Li, 2011). So far, the specific relationship between CTD and writing achievement (hereafter WA) still evokes controversy, in which some research has presented positive correlations between CTD and WA (Muzakki, Delfi & Syarfi, 2017), but according to Condon and Riley (2004), there is no directional connection between the two. To date, in China, few attempts have been made to investigate the correlation between CTD and WA in senior high schools.

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1.2 Purpose and Significance of this Study

To enrich related research on CTD addressed in the previous section, this thesis is about to achieve the following aims:

First, Asian learners of English are often characterized by constructs which claim that they lack individual voices and CT (Stapleton, 2002), so this study, explores the current situation of students’ CTD in Senior One so as to update information about it.

Second, this thesis intends to find out the students’ WA in the test. And the scale of marks is redistributed in responding to the test requirements and principles in the本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。