1 Introduction

The importance of integrating critical thinking skills into English writing teaching was discussed, and the existing problems in current teaching were pointed out, such as students' dependence on memorization and imitation, lack of innovation and deep thinking. Taking the explanatory writing course at the School of English, Beijing Foreign Studies University as an example, researchers used the "Socratic Circle" teaching tool to explore methods to promote the coordinated development of students' English writing and critical thinking abilities. Domestic research mainly focuses on the construction of teaching models, action research, and evaluation system design, but there is relatively little research on effectively integrating the cultivation of critical thinking ability into daily skill courses. The Socratic Circle, as a teaching tool, is based on Socratic questioning and promotes deep thinking through an internal and external circle organizational model. Although the Socratic questioning teaching method has shown significant effectiveness in enhancing higher-order thinking abilities, its application in English teaching in China is still in its infancy. This study aims to investigate the localization application of Socratic circles in writing teaching, in order to solve teaching difficulties and refute the viewpoint that Socratic teaching methods are not suitable for Chinese culture or educational reality.

2. Action research using the "Socratic Circle"

This chapter introduces an action research on the coordinated development of English writing and critical thinking abilities among first-year undergraduate students majoring in English at Beijing Foreign Studies University through the application of the "Socratic Circle" (SC). The teaching content is the "Definition" unit of "College Speculative English Course Writing 2: Explanatory Writing", aimed at cultivating students' ability to define abstract concepts from multiple perspectives. Research has found that students have problems in defining writing, such as relying on dictionary definitions, lack of content, and insufficient language accuracy, reflecting a lack of critical thinking ability. To address these issues, the teaching objectives are refined to apply cognitive skills such as analysis, reasoning, and evaluation, produce clear and precise definitions, and cultivate positive critical thinking qualities and metacognitive abilities.

3. First round of action research

In May 2017, the action research program was first implemented, and students independently selected topics to form groups. The Socratic Circle (SC) significantly improved students' initiative and discussion enthusiasm. Students gave positive feedback, believing that SC was novel and interesting, could stimulate thinking pleasure, and deepen their understanding of concepts. The output evaluation shows that the students' comprehensive score is better than other units, and the final draft has significantly improved in terms of critical thinking evaluation indicators, especially clarity and logic. However, students did not score high in depth and relevance, reflecting that SC did not meet expectations in triggering deep thinking. A teacher survey found that students are not actively involved in questioning, and Socratic questioning is insufficient. Some students have poor responses to questioning, either arguing or feeling nervous. Influenced by exam oriented education, students pursue correct answers and are not good at asking questions. To improve the effectiveness of SC, teachers need to help students learn how to ask and respond, provide support for cultivating concepts, adjusting mentality, and mastering skills. Plan to introduce humanistic classics, increase practical opportunities, and improve dialogue efficiency.

4. Second round of action research

In the second round of action research in 2018, a series of improvement measures were implemented, including pre class reading materials such as "Socrates' Six Questions," "Justice," and excerpts from "The Republic," to guide students in understanding Socratic questioning. Teachers use discussions from "The Republic" as examples in the classroom to help students master questioning skills. In addition, the scope of topic selection has been clarified, and online publishing of initial drafts and pre questioning sessions have been added to promote interaction and preparation among students. Teachers provide feedback after the initial draft is released, while serving as observers in formal discussions. These measures have significantly improved students' questioning rate and critical thinking quality, promoting their independent revision and improvement of definitions in writing.

5. Third round of action research

A detailed description was given of the new round of the "Socratic Circle" program implemented in 2019, in which students ensured their participation outside of class through meticulous division of labor and orderly completion of tasks. On average, each group had 4.5 discussions. Through group discussions, students practiced questioning skills and used Socratic questioning techniques such as requesting explanations, questioning evidence and hypotheses, and self questioning during the discussions. These discussions promote the collective construction of meaning. The output evaluation shows that after using the "Socratic Circle", students' writing scores have significantly improved compared to other units, and their critical thinking abilities have also improved in various dimensions of thinking. However, in reflection, teachers have found that group collaboration may lead to damage to the integrity of the article, and students' dispute resolution methods may be too simplistic, which may weaken individual independent thinking. Therefore, future improvements will focus on adjusting group collaboration methods, strengthening article coherence, and encouraging students to express themselves confidently and engage in thorough discussions.

6 Research Results, Reflection, and Teaching Implications

This chapter summarizes three rounds of action research, in which students have mastered questioning skills, improved their writing and critical thinking abilities, and demonstrated positive critical thinking qualities through the "Socratic Circle" (SC) training. The study suggests that the teaching plan needs to be further optimized, such as strengthening the coherence of composition, resolving the contradiction between efficiency and depth, and encouraging truth-seeking. As an effective writing teaching tool, SC needs to be localized and applied according to the learning situation, including providing support, improving activities, and clarifying rules. Teachers should view teaching as a long-term and dynamic system, constantly improving to promote the sustained development of students' writing and critical thinking abilities.