Socially Situated Critical Thinking in EFL Academic Writing: Pedagogical Challenges in Omani Higher Education
DOI:
https://doi.org/10.17507/tpls.1510.03Keywords:
critical thinking, academic writing, sociocultural theory, critical pedagogy, longitudinal studyAbstract
The researchers investigate critical thinking (CT) approaches from the perspective of English as a Foreign Language (EFL) academic writing education at an Omani higher education institution. This study approaches CT based on critical pedagogy and sociocultural theories, which view CT as a social practice. A longitudinal mixed-methods analysis was adopted and applied on 93 undergraduate students whose CT skills in writing were assessed at the exit level of Foundation and Post Foundation (undergraduate English courses). The research output showed that students made limited progress in demonstrating CT skills, and struggled to connect their arguments using evidence while their writing clarity drastically declined. The research results showed that students who attended government schools faced increased challenges in accessing academic discourse, which created greater difficulties for them. Additionally, minimal gender differences in students’ performances were noted in the study.
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