Abstract
In writing classes, besides mastering the language items and writing rhetoric, students are required to use some high order thinking skills to be able to write academically. Hence, this study basically aims to see the effectiveness of the use of critical thinking skills on writing achievements of the Turkish EFL students. The purpose of the study is to see if online critical thinking treatment affects students� use of critical thinking skills in their writings. In addition, students� attitudes towards asynchronous learning tools during the study were observed. At the beginning and end of the study, 16 students in control group and 16 students in experimental group answered the questions in the critical thinking disposition scale. In addition to this, their writing performances were evaluated before and after the study. Meanwhile, experimental group students were exposed to 8-week online critical thinking treatment. The data gathered were statistically analysed and the results indicate that while the students� writing performances do not differ significantly before and after the online critical thinking treatment, it has significantly contributed to the studentS� use of critical thinking skills while writing.
Highlights
The main purpose of learning a language is to communicate and for communication in that language, learners need to master all four skills, which are listening, reading, writing and speaking
When all these parameters are taken into consideration, this experimental study aims to answer the following questions: 1) What are B2 level Turkish EFL students’ critical thinking attitudes? 2)What are the attitudes of B2 level Turkish EFL students towards asynchronous learning tools? 3) Are there any effects ofengaging in critical thinking activities via asynchronous learning tools on the use of students’ critical thinking skills in their writing tasks? If yes, how does it affect? 4) How does engaging in critical thinking activities via asynchronous learning tools affect students’ writing achievements?
This study was carried out to reveal some datum on how effective critical thinking instruction through asynchronous learning tools was on students’ writing performance
Summary
The main purpose of learning a language is to communicate and for communication in that language, learners need to master all four skills, which are listening, reading, writing and speaking. The effects of critical thinking instruction through asynchronous learning tools on writing. Many language learners find productive skills overwhelming since they push students to do something more than keeping quiet and taking in what they are exposed to in the target language They do not struggle enough for these two skills, which are speaking and writing since they need to produce for the development of them; and producing, or creating, is another skill which needs constant and special training and practice as well. Developing high order thinking skills alongside the target language is what learners need the most to be able to manage the challenge of mastering productive skills. 4) How does engaging in critical thinking activities via asynchronous learning tools affect students’ writing achievements? When all these parameters are taken into consideration, this experimental study aims to answer the following questions: 1) What are B2 level Turkish EFL students’ critical thinking attitudes? 2)What are the attitudes of B2 level Turkish EFL students towards asynchronous learning tools? 3) Are there any effects ofengaging in critical thinking activities via asynchronous learning tools on the use of students’ critical thinking skills in their writing tasks? If yes, how does it affect? 4) How does engaging in critical thinking activities via asynchronous learning tools affect students’ writing achievements?
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