Literaturnachweis - Detailanzeige
Autor/in | Nejmaoui, Nabila |
---|---|
Titel | Improving EFL Learners' Critical Thinking Skills in Argumentative Writing |
Quelle | In: English Language Teaching, 12 (2019) 1, S.98-109 (12 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1916-4742 |
Schlagwörter | English (Second Language); Second Language Learning; Second Language Instruction; Critical Thinking; Thinking Skills; Persuasive Discourse; Control Groups; Experimental Groups; Writing (Composition); Pretests Posttests; Writing Instruction; College Students; Foreign Countries; Scores; Essays; Skill Development; Morocco English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Kritisches Denken; Denkfähigkeit; Persuasion; Persuasive Kommunikation; Schreibübung; Schreibunterricht; Collegestudent; Ausland; Essay; Aufsatzunterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Marokko |
Abstract | In the 21st century where information has become easily available and accessible, education has shifted its attention to teaching students how to process and think critically about the information they receive. Welcoming the changes that education constantly witnesses, the field of English Language Teaching (ELT) has embraced the integration of critical thinking. Accordingly, the present paper aims to explore the effect, if any, of integrating critical thinking on learners' use of critical thinking skills in argumentative writing. To this end, an experimental study was conducted; 36 Moroccan EFL learners from the department of English were divided evenly into an experimental group and a control group. While the participants in the experimental group were taught writing with critical thinking skills, the others were taught writing with no reference to these skills. The participants in both groups took a pre-test and posttest to evaluate the development of their use of critical thinking skills in argumentative writing. The data which has been quantitatively analyzed indicates that the experimental group significantly outperformed the control group. The students' ability to use more credible evidence, address alternative arguments, support conclusions, and maintain the logical flow of ideas in their essays did not reach a mastery level in the posttest, yet the average level they reached is reassuring in view of the short time of the training they had. An integration of CT for longer periods may bring forth encouraging outcomes. (As Provided). |
Anmerkungen | Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |