Cover Image

The Effects of an Integrated Writing Task on Undergraduates’ Critical Thinking in English Argumentative Writing

Huiying Diao, Zhencong Liu

Abstract


The critical thinking in English writing skills is among the heated discussions in the field of second language writing. Grounded in Paul & Elder's critical thinking model and aided by Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV), the present study explored non-English majors’ critical thinking ability through examining the development of critical thinking in English argumentative writing. The results shows no significant difference in scores of critical thinking between the experimental group and the control group. The English argumentative writing skills between the experimental group and the control group differed significantly. No relationship between the critical thinking and English argumentative writing scores was indicated in the current study.

Keywords


Critical Thinking; Paul & Elder’s critical thinking model; English Argumentative Writing

Full Text:

PDF

References


Chason, L., Loyet, D., Sorenson, L., & Stoops, A. (2016). An approach for embedding critical thinking in second language paragraph writing. TESOL Journal, 8(3): 582-612.

Chen, Y. (2019). Developing students’ critical thinking and discourse level writing skill through teachers’ questions: A sociocultural approach. Chinese Journal of Applied Linguistics, 42 (2): 141-162.

Dong, Y. N. (2017). Teaching and assessing critical thinking in second language writing: An infusion approach. Chinese Journal of Applied Linguistics, 40(4): 431-451.

Ebadi, S. & Rahimi, M. (2018). An exploration into the impact of WebQuest-based classroom on EFL learners’ critical thinking and academic writing skills: A mixed-methods study. Computer Assisted Language Learning, 31(5-6): 617-651.

Gao, X., & Wen, Q. F. (2017). Effects of critical thinking skills via linguistic factors on L2 writing performance. Foreign Language Learning Theory and Practice, (4): 44-50.

Jin, X. H. (2018). The teaching approach of cultivating the critical thinking ability in college English argumentative composition. Journal of Jiangxi Normal University, 51(2): 134-139.

Kumar, R., & Refaei, B. (2017). Problem-based learning pedagogy fosters students’ critical thinking about writing. Interdisciplinary Journal of Problem-Based Learning, 11(2), 1-10.

Li, L. W. (2011). An action research on how to increase reader awareness and critical thinking. Foreign Languages in China, 8 (3): 66-73.

Paul, R., & Elder, L. (2006). Critical thinking: Learn the tools the best thinker use. New Jersey: Pearson Prentice Hall.

Peng, M. C., Wang, G. C., Chen, L. J., Chen, M. H., Bai, H. H., Li, S. G., Li, J. P., Cai, Y. F., Wang, J. Q., & Yin, L. (2004). Validity and reliability of the Chinese critical thinking disposition inventory. Chinese Journal of Nursing, 39(9): 644-647.

Stephenson, N. S., Miller, I. R., & Sadler-McKnight, N. P. (2019). Impact of peer-led team learning and the science writing and workshop template on the critical thinking skills of first-year chemistry students. Journal of Chemical Education, 96: 841-849.

Stapleton, P., & Wu, Y. M. (2015). Assessing the quality of arguments in students’ persuasive writing: A case study analyzing the relationship between surface structure and substance. Journal of English for Academic Purposes, 17: 12-23.

Tsui, L. (1999). Courses and instruction affecting critical thinking. Research in Higher Education, 40(2): 185-200.

Wang, B. J. (2019). An empirical research on the influence of the integration of oral activities and critical thinking teaching on argumentative writing—based on PEM and POA. Foreign Language Education, 40(5): 51-56.

Wen, Q. F. (2012). Current condition of the critical thinking skills of foreign language-majored students in China. Beijng: Foreign Language Teaching and Research Press.

Wen, Q. F., & Liu, R. Q. (2006). An exploratory study on features in English majors’ abstract thinking in English argumentative compositions. Journal of Foreign Languages, (2): 49-58.

Yu, J. Y. (2014). The construction of a writing-critical thinking integration teaching method. Foreign Language World, (5): 20-28.

Zeng, M. R. (2012). Argumentative writing and the cultivation of critical thinking ability. Education Teaching Forum, 23, 67-70.

Zhang, X. (2018). Developing college EFL writers’ critical thinking skills through online resources: A case study. SAGE Open, 8(4): 1-12.




DOI: http://dx.doi.org/10.31258/jes.6.2.p.200-209

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Huiying Diao, Zhencong Liu

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

 Publisher: FKIP Universitas Riau