This action research project implemented FCM in teaching Professional English to non-English majors, aiming at exploring whether FCM can increase the students' learning interest and develop their critical thinking. The study was conducted on a 16-week-semester basis and the instruments were a questionnaire, two oral tests and the teachers' journals. The result is positive. It seems not so difficult to sustain the students' motivation and engagement in FCM and implementing FCM does foster the students' critical thinking. However, the teachers do find the gap between the high achievers and low achievers is getting larger. The less-achieved students are getting worse at the end of the semester. Another point worthy to be mentioned is that the frequency of using newly learned vocabulary is much higher than that in conventional classroom.
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