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

Tuba Demirkol; Hakan Demiröz

doi:10.30703/cije.1194124

TR EN

Örtük Eleştirel Düşünme Geri Dönütünün YDİ Öğrenicilerinin Yazma Performansına Etkileri

Öz

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.

Anahtar Kelimeler

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].

Details

Primary Language

English

Subjects

-

Journal Section

Research Article

Authors

Tuba Demirkol
0000-0002-2735-8198
Türkiye

Hakan Demiröz ^*
0000-0003-2413-5383
Türkiye

Publication Date

June 25, 2023

Submission Date

October 25, 2022

Acceptance Date

April 28, 2023

Published in Issue

Year 1970 Volume: 12 Number: 2

DOI

https://doi.org/10.30703/cije.1194124

IZ

https://izlik.org/JA39NC67TR

Cite

RIS / Bibtex

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

rEFLections

https://doi.org/10.61508/refl.v32i1.280405

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

Örtük Eleştirel Düşünme Geri Dönütünün YDİ Öğrenicilerinin Yazma Performansına Etkileri

Öz

Anahtar Kelimeler