scholarly journals Metacognitive and critical thinking practices in developing EFL students’ argumentative writing skills

2021 ◽  
Vol 10 (3) ◽  
Author(s):  
Fathiaty Murtadho
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Writing Instruction ◽  
Writing Skills ◽  
Argumentative Writing ◽  
College Level ◽  
Learning Tasks ◽  
Efl Students ◽  
Development Course

This action research examined the roles of writing instruction involving metacognitive and critical thinking strategy on the improvement of argumentative writing skills of college students in Indonesia. Argumentative writing is one of the pivotal topics among researchers investigating ways to improve college-level writing. This study involved 88 students of three parallel classes enrolled in the writing skill development course. Employing Kemmis and McTaggart’s (1988, 2014) model of action research, this study employed a three-cycle action study in one semester, covering four stages of learning tasks: understanding of the problem, monitoring of students’ learning activities, problem-solving, assessment, and conclusion drawing. Each cycle provided learning exercises of metacognitive and critical thinking to hone the students’ argumentative writing skills. Referring to critical skill criteria as a baseline, the analysis found that employing metacognitive and critical thinking processes in the instructional treatments enabled the students to improve their argumentative writing skills. The finding indicates a pivotal role of incorporating metacognition in writing instruction as a strategy to improve college-level writing skills.

scholarly journals The Comparison between the Process-oriented Approach and the Product-oriented Approach in Teaching Writing The Case of Moroccan EFL Students in Preparatory Classes for the Grandes Ecoles

2021 ◽  
Vol 12 (1) ◽  
pp. 198-214
Author(s):  
Mariam Kadmiry
Keyword(s):  
Writing Instruction ◽  
Process Writing ◽  
Argumentative Writing ◽  
Efl Writing ◽  
Post Test ◽  
Efl Students ◽  
Group A ◽  
Process Oriented ◽  
Group B ◽  
Oriented Approach

Writing is an important language skill, and learning to write is not an easy endeavour, especially for English as a foreign language (EFL) students. An effective EFL writing instruction, therefore, plays a significant role in helping EFL students deal with writing problems efficiently and approach writing tasks effectively. Based on this premise, the present study aims at investigating the effect of two alternative writing approaches, process and product, on Moroccan EFL students’ writing performance to find out which of these approaches is more effective. It explores process writing instruction based on Hayes’ (2012) recent model that responded to both critiques of the 1980-s original model of Flower and Hayes and to new ideas, which adds more layers to EFL writing research and instruction. To this end, the participants were divided into two groups, A and B, and they all took a writing pre-test before the treatment. For three months (two hours per week), group A students received academic argumentative writing instruction that was product-oriented, while group B students were taught academic argumentative writing based on Hayes’ (2012) process writing model. After the treatment, all participants took a writing post-test. The analysis of the collected data revealed that group B participants showed a significant improvement in their compositions compared to their group A counterparts, which provides evidence that the process-oriented approach is more effective in enhancing EFL writing than the product-oriented approach. In the light of these findings, some pedagogical recommendations were suggested.

scholarly journals Peer Feedback in Writing through Georgian EFL Undergraduate Students’ Eyes

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Mariam MERKVILADZE
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Writing Skills ◽  
Peer Feedback ◽  
Primary Objective ◽  
Educational Institutions ◽  
Efl Students ◽  
The Subject

Throughout the years educators, educational experts, teachers and tutors have been in the constant search of effective ways of teaching and assessing writing. The views about assessment of writing have encountered changes over the years. Therefore, feedback has become one of the fundamental aspects of teaching and learning writing. Peer feedback is one of the special ways to share the knowledge about writing and at the same time to contribute to creating the learner-oriented classroom environment within which students become active participants of their own path of learning writing. The primary objective of the present study is to investigate Georgian higher educational institutions’ (HEIs’) undergraduate EFL students’ perception of peer feedback and its role in the process of developing their writing skills. The findings of the present study show that peer feedback is appealing for the learners, since they believe it develops their critical-thinking and self-reviewing skills and gives them the sense of active participation. However, the present research has also revealed that the elements of friendship-related bias need special attention and should be the subject of further research in that field. 

scholarly journals Teaching Writing in EAP Contexts

2018 ◽  
Author(s):  
Viorica Condrat
Keyword(s):  
Undergraduate Students ◽  
Academic Writing ◽  
Process Development ◽  
Writing Skills ◽  
Teaching Writing ◽  
Small Scale ◽  
Discourse Community ◽  
State University ◽  
Efl Students

Academic writing is a particular type of scholarly interaction which signals the writer’s affiliation to a specific discourse community. Developing academic writing skills should become a priority for higher education. This paper describes a small-scale study which investigates the role of blogging in developing academic writing skills in undergraduate students. Blogging is viewed as a platform where the scholarly interaction between members of the same discourse community can take place. The paper is based on the survey data and observation during the experiment conducted at Alecu Russo Balti State University of Moldova. It reports on how EFL students reacted to the use of blogs for academic writing tasks. The findings suggest that students seem to have a positive attitude to blogging pointing out to such benefits as: enhanced self-efficacy, awareness of the writing process, development of reader awareness, increased responsibility for the quality of the writing. We argue that blogging can yield significant improvement in undergraduate students’ academic writing.

The effect of critical viewing on the critical writing skills of the translation studies students

2021 ◽  
Vol 8 (3) ◽  
pp. 88-113
Author(s):  
Dilara Demirbulak ◽  
Kübra Bodur
Keyword(s):  
Critical Thinking ◽  
Writing Skills ◽  
Literary Texts ◽  
Hard Copy ◽  
Critical Writing ◽  
Quasi Experimental ◽  
Main Component ◽  
The Impact ◽  
Essay Test

Developing translation students’ critical writing skills is an important issue in academia since they are expected to be critical thinkers and contribute to the field of study. The most important precursor of critical writing is critical reading which is an active, probing, and recursive approach to interpret and use the information and ideas from the text. Meanwhile, keeping in mind the vast explosion of mass media products and technology, critical viewing is unavoidable serving the same purpose of hard-copy texts. Moreover, in recent years, the role of literature as the main component and material of its original texts has accelerated as a teaching of critical thinking and writing rather than a final goal. This paper aims to examine the effect of critical viewing and reading of literary texts on the critical writing skills of undergraduates of the Department of Translation and Interpreting. “Ennis - Weir Critical Thinking Essay Test”, designed by Ennis and Weir in 1985, was used to identify the impact of critical viewing and reading on critical writing skills. In this quasi-experimental study ANOVA, Kruskal- Wallis, and T-test were used to analyze the impact of critical viewing and reading on the critical writing skills of the 30 undergraduates.

scholarly journals EFL students’ perception of the role of teaching novels in enhancing writing skills

2020 ◽  
Vol 10 (4) ◽  
pp. 224-239
Author(s):  
Mutahar Qassem
Keyword(s):  
Language Learning ◽  
Language Skills ◽  
Writing Skills ◽  
Authentic Materials ◽  
Positive Role ◽  
Teaching Literature ◽  
Efl Students ◽  
Undergraduate Programs ◽  
The Relationship

Applied linguists have different viewpoints on the relationship between teaching literature and language. Language through a literature approach theoretically corroborates the role of literature in developing language skills because it exposes students to different styles of writing and authentic materials. Language-structure-based syllabuses might not be sufficient for developing students' language skills. By contrast, an authentic-based syllabus such as novels and short stories motivates language learning and fosters the development of thinking and language skills. In this vein, this study attempts to investigate undergraduates' attitude towards the role of teaching novels in enhancing writing skills, using a survey in which students provided their opinions on the areas that teaching novels helped improve their writing skills. The students’ responses were analysed, and a one-sample t-test revealed the students’ agreement of the positive role of teaching novels in developing their writing skills at sentence and paragraph levels. Based on these findings, the author recommended the incorporation of novels in the courses of English undergraduate programs, following adequate methods of teaching and selection of appropriate novels that matches’ students’ linguistic levels.   Keywords: Writing skills, teaching novels, EFL students, perception, enhancement

scholarly journals The Comparison between the Process-oriented Approach and the Product-oriented Approach in Teaching Writing The Case of Moroccan EFL Students in Preparatory Classes for the Grandes Ecoles

2021 ◽  
Author(s):  
Mariam Kadmiry
Keyword(s):  
Writing Instruction ◽  
Process Writing ◽  
Argumentative Writing ◽  
Efl Writing ◽  
Post Test ◽  
Efl Students ◽  
Group A ◽  
Process Oriented ◽  
Group B ◽  
Oriented Approach

Writing is an important language skill, and learning to write is not an easy endeavour, especially for English as a foreign language (EFL) students. An effective EFL writing instruction, therefore, plays a significant role in helping EFL students deal with writing problems efficiently and approach writing tasks effectively. Based on this premise, the present study aims at investigating the effect of two alternative writing approaches, process and product, on Moroccan EFL students’ writing performance to find out which of these approaches is more effective. It explores process writing instruction based on Hayes’ (2012) recent model that responded to both critiques of the 1980-s original model of Flower and Hayes and to new ideas, which adds more layers to EFL writing research and instruction. To this end, the participants were divided into two groups, A and B, and they all took a writing pre-test before the treatment. For three months (two hours per week), group A students received academic argumentative writing instruction that was product-oriented, while group B students were taught academic argumentative writing based on Hayes’ (2012) process writing model. After the treatment, all participants took a writing post-test. The analysis of the collected data revealed that group B participants showed a significant improvement in their compositions compared to their group A counterparts, which provides evidence that the process-oriented approach is more effective in enhancing EFL writing than the product-oriented approach. In the light of these findings, some pedagogical recommendations were suggested.

scholarly journals VIETNAMESE EFL STUDENTS’ CRITICAL THINKING VIA REFLECTIVE JOURNALS IN EFL LITERATURE CLASSES

2020 ◽  
Vol 129 (6B) ◽  
pp. 91-115
Author(s):  
Bình Thị Thanh Nguyễn ◽  
Ngọc Thị Thanh Trần ◽  
Ngọc Thị Lê Hoàng
Keyword(s):  
Critical Thinking ◽  
British Literature ◽  
Journal Writing ◽  
Structured Interview ◽  
Reflective Journal ◽  
Reflective Journals ◽  
Cognitive Levels ◽  
Efl Students ◽  
Reference Tool

Critical thinking has been recently recognised as an important skill in Vietnamese education and in EFL field. However, research on critical thinking practices or critical thinking development in Vietnamese EFL classes is still rare. This study investigated some Vietnamese EFL students’ critical thinking via their reflective journals in American-British Literature classes.30 reflective journals of 15 students were analysed to look for the evidence of the students’ critical thinking. Seven students (out of 15) were then invited for a semi-structured interview to further understand their thoughts in their reflective journals and to get their opinions about the role of reflective journal writing for opportunities to express or develop critical thinking. Anderson and Krathwohl’s (2001) cognitive levels and Barnett’s (1997) criticality domains were combined to form a framework for analysing the data in this study.The study found that the students demonstrated their critical thinking by being able to analyse, evaluate and create not only literary knowledge but also themselves and the world. Reflective journal writing was found to assist the opportunities to develop students’ critical thinking. It is implied from the study’s findings that the critical thinking framework which combines Anderson and Krathwohl’s (2001) cognitive levels and Barnett’s (2015) criticality domains can be used as a reference tool to develop and assess critical thinking or to design teaching contents with the integration of critical thinking. Reflective journal writing activity can be widely used in EFL content classes in general and in EFL Literature classes in particular to promote students’ critical thinking.

scholarly journals Working by projects: A way to enrich critical thinking and the writing process in a third grade eflclassroom

2014 ◽  
Vol 15 (2) ◽  
pp. 205
Author(s):  
Sandra Dolores Ruiz
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Writing Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Third Grade ◽  
Project Work ◽  
Third Grade Students ◽  
Efl Students ◽  
Field Notes

This document presents the result of a qualitative action research developed with thirty-three third grade students at a public school in Bogota. This action research aimed at describing and analyzing the role of project work in the development of critical thinking in third grade efl students and to describe and document the way in which those students developed their writing skills through this methodology. The participants developed different inquiries related to topics they were interested in exploring and related to the recycling project of the school. The data were collected during eleven sessions carried out along eight months through field notes, artifacts, and audio recordings. The results show that through project work the students enhanced their emerging critical thinking skills and their writing process; improved their interactions with their classmates, discovered that learning English was something useful for their lives, and therefore they acquired more confidence in writing and speaking in English. Additionally, they became more reflective, organized and critical about what they think, what they say, and about what happens around them.

scholarly journals MENINGKATKAN KEMAMPUAN MENULIS KREATIF SISWA MELALUI PENDEKATAN WHOLE LANGUAGE DENGAN TEKNIK MENULIS JURNAL

2017 ◽  
Vol 28 (1) ◽  
pp. 8
Author(s):  
Gusti Yarmi
Keyword(s):  
Action Research ◽  
Creative Writing ◽  
Primary School ◽  
Writing Instruction ◽  
Whole Language ◽  
Journal Writing ◽  
Writing Skills ◽  
Grade 5 ◽  
Writing Skill ◽  
Classroom Action Research

Abstract: This study aimed at collecting emperical data of creative writing activities applying whole languageapproach to the students of grade 5 of Primary School. The study conducted at SDN, Pondok Kelapa 05 Pagi,Duren Sawit, East Jakarta, as from August through December 2018, employing classroom action research. Theintervention design of the research adopted the model of Kemmis and Taggard. The data were collected by observationand test of writing skill. The data were analyzed by reducing and displaying the data for conclusion, verification,and reflection. The result the resarch showed the improvement of the students’ writing skills in each cycle until thethird cycle, that it can be concluded that writing instruction by journal writing activities as a component of wholelanguage approach can improve the students’ creative writing skills. Keywords: writing instruction, journal, whole language approach, creative writing.

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