چکیده:
The study aimed to investigate the relationship between process writing (PW) and critical thinking (CT) ability of Iranian EFL learners. Furthermore, the role of PW in the enhancement of CT was investigated. In so doing, 65 upper-intermediate language learners were selected from Rasht Islamic Azad University based on convenience sampling. The results of the pretests indicated that participants were homogeneous regarding language proficiency as determined by Babel test, CT by Watson-Glaser critical thinking appraisal (W-GCTA), and writing ability by a writing test. By implementing a quasi-experimental design, the participants were randomly assigned to experimental and control groups. The experimental group received a step-by-step process of teaching CT and utilized CT skills in developing an essay. The control group, in contrast, merely practiced PW. After applying the non-parametric Spearman rank-order correlation, the results revealed that there was a significant correlation between PW and CT (rs =.632, pU=.000, p<.05), revealing that PW is a vehicle of CT, not an ingredient.
خلاصه ماشینی:
ir Abstract The study aimed to investigate the relationship between process writing (PW) and critical thinking (CT) ability of Iranian EFL learners.
The results of the pretests indicated that participants were homogeneous regarding language proficiency as determined by Babel test, CT by Watson-Glaser critical thinking appraisal (W-GCTA), and writing ability by a writing test.
In this way, involving in writing can mean using relevant thinking and cognitive skills, and thus it influences the development of related mental processes.
Condon and Kelly-Riley (2004) assert that having students write does not mean that they think critically.
Yancey (2015) also regards writing as a medium for CT and states that CT skills need explicit instruction in which the student is active in the process.
Instrumentation and Materials The instruments and materials utilized in the present study were Babel English Language Placement Test, a set of essay writing prompts, tasks on CT skills, and the W-GCTA.
The exercises helped the researchers figure out the difficulties, explain each thinking component explicitly, and provide a writing prompt to practice it.
From session nine, the researchers started working on the writing skill via the process approach based on White and Arndt (1991).
For the control group, the researchers also designed a sixteen-session course plan (four sessions for teaching the processes of writing) which was similar to the classroom procedure implemented in the experimental group.
Assessing and teaching what we value: The relationship between college-level writing and critical thinking ability.