Abstract
Information literacy has proved to be one of the factors that help learners increase their writing academic in higher education institutions around the world. Therefore, developing information literacy curriculum for learners who speak English as a foreign language is of critical concern for librarians and English as a Foreign Language: EFL educators. However, in general, there is limited research about learners' information literacy experiences in English writing educational contexts. Therefore, this research fills a gap in the research, as it focuses on investigating the effects of EFL teachers’ use of the Information literacy model - Big6 on learners' argumentative writing. In this research, a mixed method combined both quantitative and qualitative designs was conducted to collect and analyze the data, including a pre-test and a post-test, questionnaires, classroom observations and semi- structured interviews. The findings show that there is a statistically significant difference between the writing performances at two time points of the experimental group who was taught English with information literacy skills. In addition, the findings indicate that EFL teachers and learners became more aware of the integration of information literacy skills into their teaching argumentative writing to learners. Key issues about training provision in this area were examined, and options of developing information literacy support for EFL learners were also discussed.
 
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Highlights
Nguyen Le Ngoc Anh, Thai Cong Dan A STUDY ON THE EFFECTS OF EFL TEACHERS’ USE OF THE BIG6 ON LEARNERS’ ARGUMENTATIVE WRITINGInformation literacy (IL) helps learners to exploit the information provided from the Internet as well as libraries in an efficient way and optimize the time and money spent on extracting, synthesizing and evaluating the information into their study (Johnston, Partridge & Hughes, 2014).The studies in Vietnam show the same situation as those in other countries where learners have encountered a lot of difficulties in searching information on the Internet (Pham Hoang Xuan, 2012)
The main purpose of this research is to investigate whether information literacy had positive effects on learners' argumentative writing
Based on the General Linear Model test for repeated measures and correlation test, it can be concluded that learners’ information literacy was directly proportional to their writing test scores. This finding is in line with a study by Shao and Purpur (2016) that information literacy skills were positively correlated with both learners’ writing scores and final course grades
Summary
Nguyen Le Ngoc Anh, Thai Cong Dan A STUDY ON THE EFFECTS OF EFL TEACHERS’ USE OF THE BIG6 ON LEARNERS’ ARGUMENTATIVE WRITINGInformation literacy (IL) helps learners to exploit the information provided from the Internet as well as libraries in an efficient way and optimize the time and money spent on extracting, synthesizing and evaluating the information into their study (Johnston, Partridge & Hughes, 2014).The studies in Vietnam show the same situation as those in other countries where learners have encountered a lot of difficulties in searching information on the Internet (Pham Hoang Xuan, 2012). Unlike some countries like Singapore or Korea where there are specialist subjects about information literacy for learners at an early age, Vietnamese learners only access information skills when they reach university and information literacy in some universities is only optional (MOET, 2014) Because of this drawback, a number of learners in Vietnam do not have enough information literacy skills to search and use valuable knowledge found in academic journals or conference proceedings (Nguyen Huynh Mai & Nguyen Le Ngoc Anh, 2015). A number of learners in Vietnam do not have enough information literacy skills to search and use valuable knowledge found in academic journals or conference proceedings (Nguyen Huynh Mai & Nguyen Le Ngoc Anh, 2015) This issue causes two main problems when Vietnamese learners try to write an argumentative essay in English. The idea of providing EFL learners information literacy training outside library environment seems to be the most possible solution to this problem
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