A systematic review of critical thinking instructional pedagogies in EFL writing: What do we know from a decade of research

Abstract

This article critically reviews 23 empirical studies on how to teach critical thinking (CT) in English as a foreign language (EFL) writing class from 2013 to 2022. Through a systematic process of a micro and macro view, two main parts are identified respectively, namely, 1) main elements that need to be considered for CT-integrated research (macro settings), e.g., CT-related models, teaching implementations and assessments, and 2) main features of CT instructional implementation in EFL writing (micro settings), e.g., types of CT instruction, the nature of CT cultivation and the way teachers provided instruction. Besides, a piece of methodological information is also summarized. To gain insights into how to integrate CT in writing, six predominant techniques that engaged during the process are also concluded: a. explicit CT concepts teaching, b. creating a social learning environment, c. appropriate scaffolding materials, d. questioning techniques, e. teacher or peer feedback, and f. online technological techniques. This review sheds light on the gap between pedagogical rhetoric and classroom practices due to the lack of CT attention in current language education. It also provides implications for future research for conducting CT-integrated pedagogies in EFL writing.