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THE EFFECT OF EXPLICIT CRITICAL THINKING INSTRUCTIONS ON ARGUMENTATIVE WRITING ACHIEVEMENT: AN EXPERIMENTAL INVESTIGATION
Abstract
It has been recognized that critical thinking (CT) is an important skill in education, especially in secondary education. This conceptual approach is very important in the Moroccan EFL context, in line with today’s 21st century skills. It is crucial for students to deepen their subject-specific knowledge, developing the ability to integrate, analyze and evaluate different sources to improve their argumentative writing and lifelong learning skills. The aim of this quasi-experimental study was to investigate the effect of explicit CT instructions on 2nd-year Baccalaureate Mathematical Science students’ argumentative writing performance. Within a pre-post-test quasi-experimental design, 58 EFL students participated in this study and were divided into two groups: control (N=28) and experimental (N=30). The experimental group received explicit CT instructions, and the control group didn’t. Pre- and post-test writing essays were administered to compare the two groups' achievements. The findings confirmed the hypotheses and revealed a significant correlation between explicit CT instructions and the writing performance of EFL students who received explicit CT instructions compared to their control counterparts. The study recommends that teachers and stakeholders take immediate action to find practical methods to help students enhance their CT skills and integrate them into their argumentative writing and other language skills.
Key words: Critical thinking, Argumentative writing, Explicit instructions
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DOI: https://doi.org/10.33365/jeltl.v5i1.5378
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