Critical Thinking in an EFL Research Writing Subject: An Analysis of Students’ Experience

Dwi Rahayu

doi:10.52217/c6t1qk09

Authors

Dwi Rahayu Universitas Pamulang

DOI:

https://doi.org/10.52217/c6t1qk09

Keywords:

Critical Thinking, Research Writing, Project-based learning

Abstract

This research aims to find out EFL research writing students’ perception and challenges in implementing critical thinking activities. The subject English for Research Writing (ERW) in an an Foreign Language (EFL) subject aims to train students to conduct a small research and write the research report based on the United Nations’ Sustainable Development Goals (SDGs). This qualitative research underlies the concept based on the model of critical thinking from Bloom’s taxonomy and Paul and Elder Wheels of Reasons. Surveys to 97 respondents from three classes were conducted to collect the data. The results found that 79.4% respondents help them specify problems and solutions and 70% thought they could practice how to think critically. The challenges they faced (53%) was on the lack of English vocabulary, 38% found it hard to get ideas and 57% respondents found it hard to explain their opinion. The findings contribute to a clearer understanding on what aspects need to prepare and reflect on.

References

Aunurrahman, Hamied, F.A. and Emilia, E. (2017) ‘Exploring the tertiary EFL students’ academic writing competencies’, Indonesian Journal of Applied Linguistics, 7(1), pp. 72–79. Available at: https://doi.org/10.17509/ijal.v7i1.6860.

Birjandi, P. and Bagherkazemi, M. (2010) ‘The Relationship between Iranian EFL Teachers’ Critical Thinking Ability and their Professional Success’, English Language Teaching, 3(2), pp. 135–145. Available at: https://doi.org/10.5539/elt.v3n2p135.

Braun, V. and Clarke, V. (2012) ‘Thematic analysis’, in APA handbook of research methods in psychology, Vol. 2: Research designs: Quantitative, qualitative, neuropsychological, and biological. Available at: https://www.researchgate.net/publication/269930410_Thematic_analysis.

Creswell, J.W. (2012) Educational Research Planning, Conducting, andEvaluating Quantitative and Qualitative Research, 4th edition. Available at: http://repository.unmas.ac.id/medias/journal/EBK-00121.pdf#.

Creswell, J.W. (2014) Research Design Qualitative, Quantitative, and Mixed Approaches. Available at: https://opac.perpusnas.go.id/DetailOpac.aspx?id=908773.

Fahim, M., Bagherkazemi, M. and Alemi, M. (2010) ‘The Relationship between Test Takers‟ Critical Thinking Ability and their Performance on the Reading Section of TOEFL’, Journal of Language Teaching and Research, 1(6), pp. 830–837. Available at: https://doi.org/10.4304/jltr.1.6.830-837.

Harizaj, M. and Hajrulla, V. (2017) ‘Fostering Learner’s Critical Thinking Skills in EFL: Some Practical Activities’, European Scientific Journal, ESJ, 13(29), p. 126. Available at: https://doi.org/10.19044/esj.2017.v13n29p126.

Ku, K.Y.L. (2009) ‘Assessing students’ critical thinking performance: Urging for measurements using multi-response format’, Thinking Skills and Creativity, 4(1), pp. 70–76. Available at: https://doi.org/10.1016/j.tsc.2009.02.001.

Ormell, C.P. (1974) ‘Bloom’s Taxonomy and the Objectives of Education’, Educational Research, 17(1), pp. 3–18. Available at: https://doi.org/10.1080/0013188740170101.

Tahira, M. and Haider, G. (2019) ‘Investigation of Efl Students ’ Perceptions and Writing’, International Online Journal of Primary Education, 8(1), pp. 1–30.

United Nations Department of Economic and Social Affairs Sustainable Development (no date). Available at: https://sdgs.un.org/goals (Accessed: 1 February 2025).