The Correlation between Critical Thinking Skills and Argumentative Writing Skills in Moroccan Higher Education (original) (raw)
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International Journal of Linguistics, Literature and Translation
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Training students to think critically is one of the most serious challenges that face Moroccan higher education, with experts being in unanimous agreement that critical thinking should be part of any instructional practice. In actual fact, a number of studies have come to the conclusion that students who have the ability to provide a critical assessment of the knowledge and information they receive-be they inside or outside of the classroom-can become critical thinking individuals, successful professionals, and, in the long run, active citizens. Given the importance of critical thinking in EFL teaching, the present paper purports to investigate the extent to which academic level affects the development of critical thinking skills among Moroccan EFL learners. In order to come up with a developmental account of critical thinking among these learners, two tests were administered to 60 students that were divided into three groups of 20 students. The first test, the Ennis-Weir Critical Thinking Essay Test, targeted argument evaluation skills, while the second test, argumentative essay writing, targeted argument construction skills. The results have been quantitatively analyzed so as to (i) provide tentative understanding of the current state of critical thinking in Moroccan higher education in general and among Moroccan EFL students in particular, and (ii) examine the influence that academic level and language proficiency have on the progress of critical thinking. The analysis will help us draw implications for EFL teaching methods and curriculum development in Moroccan higher education. Suggestions are made with regard to the integration of critical thinking in EFL instruction.
A critical look into Iranian EFL University Students' Critical Thinking and Argumentative Writing
Due to the potent role of critical thinking in learners' academic success and its connection with factors conducive to learning such as argumentation ability, the present study seeks to primarily probe the correlation between Iranian EFL learners' critical thinking ability and their argumentative writing achievement, and investigate the predictability of the students' argumentative writing achievement based on their scores on critical thinking scale. Furthermore, the effect of gender on Iranian EFL learners' argumentative writing achievement was investigated. In so doing, 'Watson-Glaser Critical Thinking Appraisal' (2002) as well as an argumentative writing assignment was employed, and the participants of the study included 178 EFL learners in three universities in Mashhad, Iran. Structure Equation Modeling (SEM) was utilized to analyze the data. The results substantiated the positive correlation between critical thinking ability and argumentative writing revealing that these two variables significantly and positively related to each other; among the predictors (subscales of the critical