Enhancing Criticality in EFL Learners through Active Critical Writing Program

다국어 초록 (Multilingual Abstract)

Criticality is acknowledged today as a heuristic faculty (Barnett, 1997) that can be developed and maturated. Meaningful research in the area of critical discourse studies exhibits that critical awareness can be developed and enhanced through an active criticality mediating program. The current study sampled 134 university learners, ranging in age from 19 to 28, who participated in a writing intensive program that took place over a period of 15 weeks. The writing intensive program included a series of unique assignments inspired by active-daily criticality frameworks such as taking critical perspective and analyzing critical clues in everyday life. Especially the researcher designed four criticality training steps to permeate into learners’ everyday life by assigning tasks required learners to take critical perspectives as they explored current issues in their free time. The purpose of the study is to evaluate the effectiveness of the program in enhancing critical thinking ability as measured by Watson-Glaser Critical Thinking Appraisal (WGCTA). The result demonstrates that university learners who participated in the program scored incomparably higher in WGCTA at the end of the program. The study indicates that critical thinking abilities, such as inferences, recognition of assumption, deduction, interpretation, and evaluation of arguments can be enhanced through the criticality mediating programs focusing on critical perspective taking and analyzing critical clues in everyday life in particular that is suggested in the current study.

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