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ree rounds of classroom instruction and follow-up investigations, using questionnaires, interviews and ideas writing, students’ critical thinking dispositions and critical thinking skills are significantly enhanced. The following section will go over the improvements made to these two components.

Secondly, of the six critical thinking skills, students’ evaluation, explanation and self-regulation skills improve significantly, but the extent to which their interpretation, inference and analysis skills improved is not significant. As illustrated in Tables 5-3 and 5-4, students’ critical thinking skills have all improved to some extent by the end of the three rounds of instruction. The mean difference in scores between the two questionnaires is 2.33, 3.33, and 2.83 for the evaluation, explanation, and self-regulation skills, and it is clear that for these critical thinking sub-skills, English deep reading teaching model has a significant impact on students’ critical thinking development, with all scores improving above 2. However, the three skills of interpretation, inference, and analysis improve less, with improvement scores below 1. Of all six skills, the most significant improvement is seen in the skill of explanation, with the least improvement in the skill of interpretation. In two interviews with six participants, their answers also further confirm the improvement of critical thinking skills. However, it is pleasing to note that the six participants are increasingly aware of the importance of thoroughly interpreting texts and are able to produce their own opinions based on the information. In addition, they are able to adapt their views and think from multiple perspectives in a timely manner.

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