Abstract
Although the concepts of critical thinking and self-voice have been extensively discussed in a second language writing, little attention has been given, on the pedagogical level, to critical thinking and self-voice in college EFL writing instruction. To fill such a void, this paper attempts to propose some pedagogical tasks namely: persuasive writing tasks, draft workshops one-on-one mentoring approaches for finding a place for critical thinking and self-voice in EFL classrooms. In doing so, this paper provides the operational definitions of critical thinking and self-voice concepts. It then discusses how these two concepts are closely related to complement EFL writing learning. In what follows, it presents the rationale for finding a place for critical thinking and self-voice in EFL writing. It then touches on some pedagogical practices for developing critical thinking and self-voice in classrooms. Lastly, it addresses some challenges related to implementing critical thinking and self-voice tasks in EFL classrooms.
Highlights
Writing, by and large, occupies a vital role in our personal and professional lives
The concepts of critical thinking and self-voice have been extensively discussed in a second language writing, little attention has been given, on the pedagogical level, to critical thinking and self-voice in college English as a foreign language (EFL) writing instruction
This paper provides the operational definitions of critical thinking and self-voice concepts
Summary
By and large, occupies a vital role in our personal and professional lives. it is not surprising that writing/composition courses have been perceived as one of the indispensable components in both university and college English curricula. Rather than blindly accepting the ideas of others, college student writers are expected to critically question the validity of ideas in written texts, and they are encouraged to judge the ideas of other people to show authorial presence, which shows autonomy of their thoughts This notion of critical thinking and self-voice in writing, is neglected in many English as a foreign language (EFL) college writing classrooms. Before discussing how to find a place for a critical thinking and self-voice in college EFL writing classrooms, this paper will address theoretical and empirical accounts of critical thinking and self-voice from the perspective of post-process theories of composition and the benefits that students will gain from such notions in writing. The paper addresses some challenges related to implementing critical thinking and self-voice tasks in EFL writing classrooms
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