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Research Article
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Örtük Eleştirel Düşünme Geri Dönütünün YDİ Öğrenicilerinin Yazma Performansına Etkileri

Year 2023, Volume: 12 Issue: 2, 352 - 363, 25.06.2023

Tuba Demirkol , Hakan Demiröz

https://doi.org/10.30703/cije.1194124
Cited By: 1

Abstract

Bu çalışmada eleştirel düşünme (ED) temelli geri dönüt sürecinin yabancı dil olarak İngilizce (YDİ) öğrenicilerinin ikinci dilde yazma becerilerinin gelişimine etkisi incelenmektedir. Araştırmada, araştırmacılar ED'yi örtük öğretmek için infüzyon yaklaşımı ve yerleştirme yaklaşımlarını birlikte uygulamışlardır ve bunların etkisini ED geri dönütü içermeyen bir durum ile karşılaştırmışlardır. Açık ED öğretimi daha önceki çalışmalarda incelenmiş olsa da ikinci dilde yazmada verilen birebir geribildirim seansları sırasında ED'nin örtük bir yaklaşımla öğretimini inceleyen başka bir çalışma bulunmamaktadır. Katılımcılar Türkiye'de İngilizce eğitim verilen bir devlet üniversitesinin hazırlık sınıfına kayıtlı B1+ düzeyinde YDİ öğrenen (n=12) öğrenicilerdir. Bulgular ED öğretiminin deney grubunda bulunan katılımcıların (n= 6) ikinci dilde yazma performanslarında önemli bir farklılığa neden olmadığını göstermiştir. Fakat, deney grubu ile yapılan mülakatlar bu grupta bulunan katılımcıların kontrol grubundaki (n= 6) akranlarına göre ikinci dilde yazmada ED kavramı ile ilgili daha yüksek farkındalığa sahip olduklarını göstermektedir. Bu çalışma, ED-odaklı geri dönüt sürecinin YDİ öğrenicilerinin ikinci dilde yazarken ED kavramına dair farkındalıklarını artırmada olumlu sonuçlar ortaya çıkarmasına rağmen ikinci dilde yazmada öğrenicilerin ED'yi içselleştirme ve uygulamalarına yardımcı olmak için ED öğretiminde daha uzun süreli açık öğretim yöntemlerine ihtiyaç duyulduğunu önermektedir.

Keywords

Critical thinking EFL learners infusion approach implicit training L2 writing

References

  • Afshar, S. H., Movassagh, H., & Arbabi, R. H. (2017). The interrelationship among critical thinking, writing an argumentative essay in an L2 and their subskills. The Language Learning Journal, 45(4), 419-433. https://doi.org/10.1080/09571736.2017.1320420
  • Alagözlü, N., & Süzer, S. S. (2010). Language and cognition: Is critical thinking a myth in Turkish educational system?. Procedia-Social and Behavioral Sciences, 2(2), 782-786. https://doi.org/10.1016/j.sbspro.2010.03.102
  • Altınmakas, D., & Bayyurt, Y. (2019). An exploratory study on factors influencing undergraduate students’ academic writing practices in Turkey. Journal of English for Academic Purposes, 37, 88-103. https://doi.org/10.1016/j.jeap.2018.11.006
  • Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31(1), 71-94. https://doi.org/10.2307/3587975
  • Aygün, S. & Yavuz, F. (2020). The effects of critical thinking instruction through asynchronous learning tools on writing. EduLite: Journal of English Education, Literature, and Culture, 5(2), 176-191. http://dx.doi.org/10.30659/e.5.2.176-191
  • Barnawi, O. Z. (2011). Finding a place for critical thinking and self-voice in college English as a foreign language writing classroom. English Language Teaching, 4(2), 190-197. https://doi.org/10.5539/elt.v4n2p190
  • Bayram, D. (2015). The effects of webquest-supported critical thinking instruction on the critical thinking disposition level and L2 writing performance of Turkish pre-service EFL teachers [Unpublished master's thesis]. Marmara University.
  • Bonnett, M. (1995). Teaching thinking, and the sanctity of content. Journal of Philosophy of Education, 29(3), 295-309. https://doi.org/10.1111/j.1467-9752.1995.tb00362.x
  • Chason, L., Loyet, D., Sorenson, L., & Stoops, A. (2017). An approach for embedding critical thinking in second language paragraph writing. TESOL Journal, 8(3), 582-612. https://doi.org/10.1002/tesj.288
  • Cho, M. (2019). The effects of prompts on L2 writing performance and engagement. Foreign Language Annals, 52(3), 576-594. https://doi.org/10.1111/flan.12411
  • Clachar, A. (2000). Opposition and accommodation:" An examination of Turkish teachers' attitudes toward western approaches to the teaching of writing". Research in the Teaching of English, 66-100. https://www.jstor.org/stable/40171507
  • Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. (8th ed). Routledge.
  • Condon, W., & Kelly-Riley, D. (2004). Assessing and teaching what we value: the relationship between college-level writing and critical thinking abilities. Assessing Writing, 9, 56-75. https://doi.org/10.1016/j.asw.2004.01.003
  • Dwyer, C. P., Hogan, M. J., & Stewart, I. (2015). The effects of argument mapping-infused critical thinking instruction on reflective judgement performance. Thinking Skills and Creativity, 16, 11-26. https://doi.org/10.1016/j.tsc.2014.12.002
  • Gibson, W. & Brown, A. (2009). Working with qualitative data. Sage Publications.
  • Halpern, D. F. (2013). Thought and knowledge: An introduction to critical thinking. Psychology Press.
  • Kolour, D. M., & Yaghoubi, A. (2015). The impact of teaching critical thinking tasks on coherence in argumentative essay writing among EFL learners. Mediterranean Journal of Social Sciences, 6(6), 460-468. https://doi.org/10.5901/mjss.2015.v6n6p460
  • Ku, K. Y., & Ho, I. T. (2010). Metacognitive strategies that enhance critical thinking. Metacognition and Learning, 5(3), 251-267.
  • Liang, W., & Fung, D. (2021). Fostering critical thinking in English-as-a-second-language classrooms: Challenges and opportunities. Thinking Skills and Creativity, 39, 100769. https://doi.org/10.1016/j.tsc.2020.100769
  • Liu, F., & Stapleton, P. (2018). Connecting writing assessment with critical thinking: An exploratory study of alternative rhetorical functions and objects of enquiry in writing prompts. Assessing Writing, 38, 10-20. https://doi.org/10.1016/j.asw.2018.09.001
  • Mason, M. (2007). Critical thinking and learning. Educational Philosophy and Theory, 39(4), 339-349. https://doi.org/10.1111/j.1469-5812.2007.00343.x
  • McKinley, J. (2013). Displaying critical thinking in EFL academic writing: A discussion of Japanese to English contrastive rhetoric. RELC Journal, 44(2), 195-208. https://doi.org/10.1177/0033688213488386
  • Moghaddam, M. M., & Malekzadeh, S. (2011). Improving L2 writing ability in the light of critical thinking. Theory and Practice in Language Studies, 1(7), 789-797. https://doi.org/10.4304/tpls.1.7.789-797
  • Moosavi, L. (2020). “Can East Asian students think?”: Orientalism, critical thinking, and the decolonial project. Education Sciences, 10(10), 286. https://doi.org/10.3390/educsci10100286
  • Paul, R. (2005). The state of critical thinking today. New Directions for Community Colleges, 130, 27-38. https://doi.org/10.1002/cc.193
  • Paul, R., & Elder, L. (2006). Critical thinking competency standards. Foundation for Critical Thinking.
  • Pithers, R.T., & Soden, R. (2000). Critical thinking in education: A review. Educational Research, 42(3), 237-249. https://doi.org/10.1080/001318800440579
  • Preiss, D. D., Castillo, J. C., Flotts, P., & Martin, E. S. (2013). Assessment of argumentative writing and critical thinking in higher education: educational correlates and gender differences. Learning and Individual Differences, 28, 193-203. https://doi.org/10.1016/j.lindif.2013.06.004
  • Ruegg, R. (2018). The effect of peer and teacher feedback on changes in EFL students’ writing self-efficacy. The Language Learning Journal, 46(2), 87-102. https://doi.org/10.1080/09571736.2014.958190
  • Schleppegrell, M. J. (2013). The role of metalanguage in supporting academic language development. Language Learning, 63, 153-170. https://doi.org/10.1111/j.1467-9922.2012.00742.x
  • Schneer, D. (2014). Rethinking the argumentative essay. TESOL Journal, 5(4), 619-653. https://doi.org/10.1002/tesj.123
  • Sham, D. P. L. (2016). Teaching and learning ESL writing by critical thinking. American Journal of Educational Research, 4(12), 854-860. https://doi.org/10.12691/education-4-12-1
  • Srinawati, W., & Alwi, R. (2020). Critical thinking ability in EFL students' argumentative essay writing: The difficulties and the strategies. Jurnal Serambi Ilmu, 21(2), 200-210.
  • Tiruneh, D. T., Verburgh, A., & Elen, J. (2014). Effectiveness of critical thinking instruction in higher education: A systematic review of intervention studies. Higher Education Studies, 4(1), 1-17. https://doi.org/10.5539/hes.v4n1p1
  • Turuk Kuek, M. C. (2010). Developing critical thinking skills through integrative teaching of reading and writing in the L2 writing classroom [Unpublished doctoral dissertation]. Newcastle University.
  • Wedland, M. W., Robinson, C., & Williams, P. A. (2015). Thick critical thinking: Towards a new classroom pedagogy. In M. Davies & R. Barnett (Eds.), The Palgrave handbook of critical thinking in higher education (pp. 153-168). Palgrave.
  • Yanning, D. (2015). Critical thinking in second language writing: Concept, theory, and pedagogy [Doctoral dissertation, The University of British Colombia].

The Effects of Implicit Critical Thinking Feedback on EFL Learners L2 Writing Performance

Year 2023, Volume: 12 Issue: 2, 352 - 363, 25.06.2023

Tuba Demirkol , Hakan Demiröz

https://doi.org/10.30703/cije.1194124
Cited By: 1

Abstract

This paper investigates the influence of implicit critical thinking (CT) feedback on the development of second language (L2) writing skill of EFL learners. For the study, the researchers employed a combination of an infusion approach and an immersion approach to CT feedback with an effort to teach CT implicitly and compared its influence with a no-CT feedback condition. Though explicit CT instruction has been investigated by previous studies, no study has employed an implicit approach to CT in L2 writing through one-to-one feedback sessions. The participants were B1+ EFL learners (n=12) enrolled in the preparatory program of an English-medium-instruction state university in Türkiye. The results showed no significant difference in improving experimental group participants’ (n= 6) CT in their L2 writing performance. Yet, the interviews conducted with the experimental group participants indicated a higher awareness of the concept of CT in L2 writing in comparison to their peers from the control group (n= 6). Thus, this paper suggests that though CT-oriented feedback given to EFL learners’ L2 writings yield positive results in rising their awareness of CT concept in L2 writing, longer-term instructional methods that give explicit training on CT are needed for helping learners to internalize and apply CT in their L2 writing.

Keywords

Critical thinking EFL learners infusion approach implicit training

References

  • Afshar, S. H., Movassagh, H., & Arbabi, R. H. (2017). The interrelationship among critical thinking, writing an argumentative essay in an L2 and their subskills. The Language Learning Journal, 45(4), 419-433. https://doi.org/10.1080/09571736.2017.1320420
  • Alagözlü, N., & Süzer, S. S. (2010). Language and cognition: Is critical thinking a myth in Turkish educational system?. Procedia-Social and Behavioral Sciences, 2(2), 782-786. https://doi.org/10.1016/j.sbspro.2010.03.102
  • Altınmakas, D., & Bayyurt, Y. (2019). An exploratory study on factors influencing undergraduate students’ academic writing practices in Turkey. Journal of English for Academic Purposes, 37, 88-103. https://doi.org/10.1016/j.jeap.2018.11.006
  • Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31(1), 71-94. https://doi.org/10.2307/3587975
  • Aygün, S. & Yavuz, F. (2020). The effects of critical thinking instruction through asynchronous learning tools on writing. EduLite: Journal of English Education, Literature, and Culture, 5(2), 176-191. http://dx.doi.org/10.30659/e.5.2.176-191
  • Barnawi, O. Z. (2011). Finding a place for critical thinking and self-voice in college English as a foreign language writing classroom. English Language Teaching, 4(2), 190-197. https://doi.org/10.5539/elt.v4n2p190
  • Bayram, D. (2015). The effects of webquest-supported critical thinking instruction on the critical thinking disposition level and L2 writing performance of Turkish pre-service EFL teachers [Unpublished master's thesis]. Marmara University.
  • Bonnett, M. (1995). Teaching thinking, and the sanctity of content. Journal of Philosophy of Education, 29(3), 295-309. https://doi.org/10.1111/j.1467-9752.1995.tb00362.x
  • Chason, L., Loyet, D., Sorenson, L., & Stoops, A. (2017). An approach for embedding critical thinking in second language paragraph writing. TESOL Journal, 8(3), 582-612. https://doi.org/10.1002/tesj.288
  • Cho, M. (2019). The effects of prompts on L2 writing performance and engagement. Foreign Language Annals, 52(3), 576-594. https://doi.org/10.1111/flan.12411
  • Clachar, A. (2000). Opposition and accommodation:" An examination of Turkish teachers' attitudes toward western approaches to the teaching of writing". Research in the Teaching of English, 66-100. https://www.jstor.org/stable/40171507
  • Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. (8th ed). Routledge.
  • Condon, W., & Kelly-Riley, D. (2004). Assessing and teaching what we value: the relationship between college-level writing and critical thinking abilities. Assessing Writing, 9, 56-75. https://doi.org/10.1016/j.asw.2004.01.003
  • Dwyer, C. P., Hogan, M. J., & Stewart, I. (2015). The effects of argument mapping-infused critical thinking instruction on reflective judgement performance. Thinking Skills and Creativity, 16, 11-26. https://doi.org/10.1016/j.tsc.2014.12.002
  • Gibson, W. & Brown, A. (2009). Working with qualitative data. Sage Publications.
  • Halpern, D. F. (2013). Thought and knowledge: An introduction to critical thinking. Psychology Press.
  • Kolour, D. M., & Yaghoubi, A. (2015). The impact of teaching critical thinking tasks on coherence in argumentative essay writing among EFL learners. Mediterranean Journal of Social Sciences, 6(6), 460-468. https://doi.org/10.5901/mjss.2015.v6n6p460
  • Ku, K. Y., & Ho, I. T. (2010). Metacognitive strategies that enhance critical thinking. Metacognition and Learning, 5(3), 251-267.
  • Liang, W., & Fung, D. (2021). Fostering critical thinking in English-as-a-second-language classrooms: Challenges and opportunities. Thinking Skills and Creativity, 39, 100769. https://doi.org/10.1016/j.tsc.2020.100769
  • Liu, F., & Stapleton, P. (2018). Connecting writing assessment with critical thinking: An exploratory study of alternative rhetorical functions and objects of enquiry in writing prompts. Assessing Writing, 38, 10-20. https://doi.org/10.1016/j.asw.2018.09.001
  • Mason, M. (2007). Critical thinking and learning. Educational Philosophy and Theory, 39(4), 339-349. https://doi.org/10.1111/j.1469-5812.2007.00343.x
  • McKinley, J. (2013). Displaying critical thinking in EFL academic writing: A discussion of Japanese to English contrastive rhetoric. RELC Journal, 44(2), 195-208. https://doi.org/10.1177/0033688213488386
  • Moghaddam, M. M., & Malekzadeh, S. (2011). Improving L2 writing ability in the light of critical thinking. Theory and Practice in Language Studies, 1(7), 789-797. https://doi.org/10.4304/tpls.1.7.789-797
  • Moosavi, L. (2020). “Can East Asian students think?”: Orientalism, critical thinking, and the decolonial project. Education Sciences, 10(10), 286. https://doi.org/10.3390/educsci10100286
  • Paul, R. (2005). The state of critical thinking today. New Directions for Community Colleges, 130, 27-38. https://doi.org/10.1002/cc.193
  • Paul, R., & Elder, L. (2006). Critical thinking competency standards. Foundation for Critical Thinking.
  • Pithers, R.T., & Soden, R. (2000). Critical thinking in education: A review. Educational Research, 42(3), 237-249. https://doi.org/10.1080/001318800440579
  • Preiss, D. D., Castillo, J. C., Flotts, P., & Martin, E. S. (2013). Assessment of argumentative writing and critical thinking in higher education: educational correlates and gender differences. Learning and Individual Differences, 28, 193-203. https://doi.org/10.1016/j.lindif.2013.06.004
  • Ruegg, R. (2018). The effect of peer and teacher feedback on changes in EFL students’ writing self-efficacy. The Language Learning Journal, 46(2), 87-102. https://doi.org/10.1080/09571736.2014.958190
  • Schleppegrell, M. J. (2013). The role of metalanguage in supporting academic language development. Language Learning, 63, 153-170. https://doi.org/10.1111/j.1467-9922.2012.00742.x
  • Schneer, D. (2014). Rethinking the argumentative essay. TESOL Journal, 5(4), 619-653. https://doi.org/10.1002/tesj.123
  • Sham, D. P. L. (2016). Teaching and learning ESL writing by critical thinking. American Journal of Educational Research, 4(12), 854-860. https://doi.org/10.12691/education-4-12-1
  • Srinawati, W., & Alwi, R. (2020). Critical thinking ability in EFL students' argumentative essay writing: The difficulties and the strategies. Jurnal Serambi Ilmu, 21(2), 200-210.
  • Tiruneh, D. T., Verburgh, A., & Elen, J. (2014). Effectiveness of critical thinking instruction in higher education: A systematic review of intervention studies. Higher Education Studies, 4(1), 1-17. https://doi.org/10.5539/hes.v4n1p1
  • Turuk Kuek, M. C. (2010). Developing critical thinking skills through integrative teaching of reading and writing in the L2 writing classroom [Unpublished doctoral dissertation]. Newcastle University.
  • Wedland, M. W., Robinson, C., & Williams, P. A. (2015). Thick critical thinking: Towards a new classroom pedagogy. In M. Davies & R. Barnett (Eds.), The Palgrave handbook of critical thinking in higher education (pp. 153-168). Palgrave.
  • Yanning, D. (2015). Critical thinking in second language writing: Concept, theory, and pedagogy [Doctoral dissertation, The University of British Colombia].
There are 37 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Tuba Demirkol 0000-0002-2735-8198

Hakan Demiröz 0000-0003-2413-5383

Publication Date June 25, 2023
Published in Issue Year 2023 Volume: 12 Issue: 2

Cite

APA Demirkol, T., & Demiröz, H. (2023). The Effects of Implicit Critical Thinking Feedback on EFL Learners L2 Writing Performance. Cumhuriyet Uluslararası Eğitim Dergisi, 12(2), 352-363. https://doi.org/10.30703/cije.1194124

Cited By

Empowering Thai EFL Learners as Critical Thinkers and Skilled Writers: A Genre-Based Approach with Critical Pedagogy
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https://doi.org/10.61508/refl.v32i1.280405
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