Promoting critical thinking skills of learners through ielts academic writing task based approach nghiên cứu hành Động về việc phát triển kỹ năng tư duy phản biện của người học thông qua bài viết học thuật ielts

Promoting critical thinking skills of learners through IELTS academic writing task based approach Nghiên cứu hành động về việc phát triển kỹ năng tư duy phản biện của người học thông qua bài viết học thuật IELTS

INTRODUCTION

Rationale of the study

In the ever-evolving landscape of Vietnamese education, critical thinking has emerged as a linchpin, not merely as a desirable skill but as a fundamental prerequisite for academic success and lifelong learning The Vietnamese educational system is undergoing rapid transformations to meet the demands of a globalized world Within this context, the practical implications of critical thinking are gaining increased recognition, empowering students not only to master content but also to cultivate essential skills for navigating the complexities of academic endeavors and future professional pursuits

In the Vietnamese context, characterized by a bilingual educational system and a workforce in a fast-paced and dynamic environment, the significance of critical thinking cannot be overstated As the nation experiences rapid economic and social transformations, the ability to think critically becomes invaluable for students preparing to contribute to the nation’s growth Halpern’s (2014) assertion that critical thinking encompasses the ability to make informed decisions, reason effectively, and address complex problems aligns seamlessly with Vietnam’s aspirations for producing a workforce capable of thriving in this dynamic environment

The rationale for this research is deeply rooted in the understanding that, in Vietnam, critical thinking is not just a sought-after skill but a necessary competency for academic and professional success As the nation places increasing emphasis on adaptability and problem-solving This research focuses specifically on the context of the International English Language Testing System (IELTS) academic writing tasks IELTS holds immense significance in Vietnam as a widely recognized standardized test used for academic and immigration purposes Among its components, the academic writing module is acknowledged as the most challenging, demanding not only linguistic proficiency but also the ability to think

2 critically and articulate ideas effectively In a bilingual educational system where English proficiency is intertwined with the demands of critical thinking, the Vietnamese context adds a layer of complexity to this dynamic

In that context, amidst ongoing educational reforms shaping the future of the nation, underscores the need to equip students with skills that transcend traditional measures of success The imperative to enhance learners’ critical thinking abilities aligns with the principles set forth by Paul and Elder (2019), highlighting critical thinking as the foundation of intellectual growth and essential for academic success

In the Vietnamese context, this principle resonates with the commitment to holistic development within the education system

Moreover, the research aligns with Aydin’s (2015) findings, emphasizing the efficacy of tools like WebQuests in enhancing critical thinking within the Vietnamese educational context It also echoes the principles of action research advocated by Kemmis and McTaggart (1988), promoting a collaborative approach that empowers Vietnamese educators and learners to actively participate in the research process The Vietnamese educational landscape, with its unique challenges and opportunities, provides a rich backdrop for exploring the integration of critical thinking skills, especially in the context of high-stakes assessments like IELTS

In an era where the ability to think critically, conduct research, and communicate effectively is highly valued, this research aims to address critical thinking deficits among Vietnamese IELTS candidates The research title,

―Promoting critical thinking skills of learners through IELTS academic writing task-based approach - An action research project,‖ encapsulates the essence of the study It is not merely an academic exercise but a strategic response to the evolving needs of education in Vietnam By bridging the gap between linguistic proficiency and critical thinking, this research acknowledges the inseparable link between effective communication and the ability to think critically in the dynamic landscape of contemporary Vietnamese academia

The rationale for this research is further fortified by Mills’s (2014) comprehensive overview of action research, emphasizing its potential to generate practical solutions to real-world problems within the Vietnamese educational context This research is positioned as a strategic initiative that goes beyond the academic realm, seeking to contribute to the broader goals of enhancing the quality of education in Vietnam In essence, it is an exploration of critical thinking as a tool for empowerment, aligning with the aspirations of Vietnamese education to produce graduates who can navigate the complexities of a rapidly changing global landscape.

Aim and objectives of the study

The aim of this study is to determine whether integrating critical thinking activities into IELTS writing lessons can enhance students’ critical thinking skills Critical thinking is an essential skill for academic success, particularly in writing tasks that require analysis, evaluation, and synthesis of information This study seeks to address the gap in current teaching methods by focusing on how these activities can be effectively incorporated into the IELTS writing curriculum

Firstly, the study targets to evaluate the effectiveness of these activities in improving students’ thinking abilities This involves assessing whether students become more adept at understanding and solving complex problems To achieve this, a variety of critical thinking activities will be introduced, such as analyzing essay prompts, constructing arguments, and evaluating evidence The study will observe how students interact with these activities and whether they demonstrate improved problem-solving skills and analytical thinking over time

Secondly, the study seeks to verify the efficacy of the teaching methods employed This entails analyzing how the activities are presented by educators and whether students find them beneficial for their learning process Educators will be provided with specific training on how to integrate critical thinking activities into their lessons effectively The study will collect feedback from both teachers and students to gauge the practicality and impact of these methods This feedback will

4 help in understanding the strengths and weaknesses of the current teaching practices and how they can be optimized for better results.

Research questions

The study attemps to answer the following two research questions:

Research question 1: What are the changes in learners’ critical thinking skills after implementing the intervention course?

Research question 2: How do learners perceive the effectiveness of the task- based approach in enhancing their critical thinking skills in IELTS academic writing?

Significance of the study

This research holds the potential to significantly contribute to the enhancement of critical thinking skills in language education, particularly within the context of IELTS academic writing By exploring the integration of critical thinking in this specific context, the study offers valuable insights that extend to a broader spectrum of language learning and teaching

The practical implications of this research extend to educators, course designers, and teachers involved in shaping language education and assessment practices By presenting the evidence of the effectiveness of integrating critical thinking into IELTS academic writing instruction, this study offers actionable insights and guidance.

Scope of the study

This research seeks to investigate and address critical thinking deficits among IELTS candidates, with a specific focus on the academic writing tasks, namely Task 1 and Task 2 Task 1 typically involves interpreting visual data, while Task 2 requires candidates to respond to an essay prompt on contemporary issues, societal challenges, or academic topics (British Council, 2021) Through an in- depth analysis, the study aims to identify challenges such as difficulties in constructing well-reasoned arguments, struggles in synthesizing information, and issues in critically evaluating source material - challenges that are particularly

The choice to emphasize Task 2 in the investigation and intervention process is deliberate and informed by the unique demands of this task Task 2 necessitates a more extensive engagement with critical thinking skills as candidates are required not only to express their opinions but also to support them with relevant evidence and logical reasoning Moreover, the prompts in Task 2 often require candidates to discuss various aspects of a given theme, adding complexity to the critical thinking processes involved.

Structure of the thesis

The thesis is structured comprehensively into chapters as follows:

- Chapter 1: Introduction: Emphasizes the importance of critical thinking in the Vietnamese educational context and IELTS academic writing and discusses the rationale for the topic, local relevance, and the need for critical thinking skills

- Chapter 2: Literature review: Conducts a detailed literature review on critical thinking in education, covering its conceptualization, significance, and pedagogical approaches and explores the relevance of critical thinking in IELTS academic writing, highlighting its importance in meeting specific requirements

- Chapter 3: Methodology: Outlines the chosen research design, justifying its selection and provides a detailed description of participants, intervention design, data collection methods, and procedures for both quantitative and qualitative data

- Chapter 4: Findings and discussion: Discusses pre-implementation and post-implementation assessment results, analyzing changes in participants’ critical thinking abilities and exploring the interplay between self -perceived and actual skills

- Chapter 5: Conclusion: Summarizes key findings, discusses practical implications for educators and learners, proposes recommendations for enhancing critical thinking in IELTS academic writing, acknowledges study limitations, and suggests areas for future research

LITERATURE REVIEW

The concept of critical thinking

Critical thinking, a multifaceted and intricate cognitive skill, assumes a paramount role across diverse disciplines, demonstrating its contextual reliance and interpretive variations The definition of critical thinking, particularly pertinent to this research, encapsulates the dynamic and engaged nature of this intellectual process According to the American Philosophical Association (1990, p.6), critical thinking is explicated as ―the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and evaluating information‖ This definition serves as the foundational framework for understanding critical thinking within the scope of the current research, emphasizing the active and skillful involvement essential in the critical thinking process

Delving deeper into the multifaceted layers of critical thinking, it becomes evident that this cognitive skill involves not only the analysis and evaluation of information but also the synthesis of knowledge derived from diverse sources The nuanced nature of critical thinking is further elucidated through an exploration of its key components and attributes Esteemed scholars such as Paul and Elder (2006) delineate essential traits characterizing a critical thinker, including intellectual humility, intellectual courage, and intellectual empathy These traits offer a comprehensive perspective on critical thinking, shedding light on its depth and breadth

Intellectual humility, a foundational trait of critical thinking, underscores the significance of recognizing and acknowledging the limits of one’s knowledge This aspect fosters a mindset of humility when engaging with information, acknowledging potential gaps or uncertainties in one’s understanding As Paul and Elder (2006, p.19) assert, intellectual humility is crucial for avoiding the pitfalls of overconfidence and fostering a genuine pursuit of knowledge

Intellectual courage, another pivotal trait, signifies the ability to confront challenging questions and navigate complexities without succumbing to intellectual timidity This facet accentuates the resilience and fearlessness required in critical thinking processes Paul and Elder (2006, p.22) emphasize that intellectual courage involves the willingness to face and fairly address ideas, beliefs, or viewpoints towards which one has strong negative emotions

Furthermore, intellectual empathy emerges as a crucial attribute, advocating for the capacity to understand and appreciate diverse perspectives In the specific context of this research, intellectual empathy serves as a guiding principle for investigating the integration of critical thinking into IELTS academic writing instruction This empathetic approach becomes instrumental in designing strategies, activities, and materials that resonate with the diverse backgrounds and proficiency levels of the participants, enriching the overall critical thinking development process As Paul and Elder (2006, p.26) highlight, intellectual empathy requires understanding others’ viewpoints and reasoning within their context

The multifaceted nature of critical thinking is further underscored by its versatile application across various contexts In educational settings, critical thinking serves as a cornerstone for developing analytical and problem-solving skills among learners Its relevance extends to professional domains, where individuals are tasked with making informed decisions, analyzing complex situations, and synthesizing information for effective problem resolution As Halpern (2014, p.36) suggests, critical thinking is indispensable for both academic

8 and professional success, enabling individuals to navigate the complexities of modern life effectively

In this study, the comprehensive definition provided by the American Philosophical Association serves as the guiding framework, emphasizing the active and skillful engagement inherent in the critical thinking process The exploration of key traits, such as intellectual humility, courage, and empathy, offers a nuanced understanding of critical thinking within the specified context This intellectual skill, fundamental in both educational and professional domains, empowers individuals to approach challenges with analytical prowess, contributing to a more informed and thoughtful society The integration of these traits into IELTS academic writing instruction aims to foster a more holistic development of critical thinking skills among learners, preparing them for both academic and real-world challenges

2.1.2 The criteria of critical thinking

At its essence, critical thinking encompasses various dispositions and abilities that contribute to the thoughtful examination of ideas and information Dr Richard Paul, a prominent scholar in critical thinking, identified eight essential elements or criteria that characterize a critical thinker: clarity, accuracy, precision, relevance, depth, breadth, logic, and fairness (Paul & Elder, 2006) These criteria collectively form a comprehensive framework for evaluating the quality of thought processes

Figure 2.1 Criteria of critical thinking (Extracted from Paul and Elder’s

(2006) critical thinking framework) Clarity represents the clarity of expression and communication A critical thinker articulates ideas in a clear, concise manner, leaving no room for ambiguity This criterion emphasizes the importance of effective communication in conveying thoughts and arguments

Accuracy demands precision in thought and expression Critical thinkers strive for accuracy in their understanding of information and in the formulation of their ideas This criterion underscores the need for well-founded and factually correct perspectives

Precision goes hand in hand with accuracy Precision in critical thinking involves using exact and specific language to convey ideas It emphasizes the avoidance of vague or overgeneralized statements, fostering clarity and specificity in thought

Relevance dictates that critical thinkers focus on the essential aspects of an issue They sift through information to discern what is pertinent, avoiding irrelevant details This criterion directs attention to the importance of staying on topic and addressing the core issues at hand

Depth challenges critical thinkers to delve into the complexities of an issue

It requires thorough exploration and understanding, moving beyond surface-level analysis This criterion emphasizes the importance of in-depth examination to uncover nuances and complexities

Breadth encourages a comprehensive consideration of various perspectives

Critical thinkers explore multiple viewpoints to gain a holistic understanding of an issue This criterion promotes an open-minded approach that considers diverse opinions and angles

Logic is fundamental to critical thinking It involves the use of valid reasoning and sound arguments Critical thinkers apply logical principles to connect ideas and draw conclusions This criterion ensures that thinking processes adhere to rational and coherent structures

Fairness underscores the impartial and just treatment of ideas Critical thinkers approach information and arguments without bias, considering multiple viewpoints objectively This criterion emphasizes the importance of fairness in evaluating and responding to diverse perspectives

2.1.3 The role of critical thinking in academic success

Critical thinking is not just a desirable skill but a prerequisite for academic success The academic environment is one where students are expected to engage with complex and challenging ideas, analyze information critically, and construct well-reasoned arguments Academic achievement often depends on one’s ability to think critically and apply these skills into various disciplines

IELTS Task 2 writing and its role in promoting critical thinking

In the world of language assessment, the International English Language Testing System (IELTS) holds a prominent position, especially in the context of academic and immigration purposes One of its key components is IELTS Academic Writing Task 2, which plays a crucial role in evaluating the language proficiency and critical thinking skills of test-takers

2.2.1 Overview of IELTS academic writing Task 2

The IELTS Academic Writing Task 2 plays a pivotal role in evaluating a test-taker’s writing abilities and contributes significantly to their overall score In contrast to Task 1, which involves interpreting visual data, Task 2 requires candidates to respond to essay prompts that often delve into contemporary issues, societal challenges, or academic topics This prompts candidates to not only express their opinions but also provide solutions or discuss various aspects of the given theme (British Council, 2021) The task poses a unique challenge due to a strict time constraint, allowing candidates only 40 minutes to plan, write, and revise their essays Success in Task 2 necessitates effective time management and the ability to express ideas clearly and concisely, following a formal essay structure comprising an introduction, body paragraphs, and a conclusion (British Council, 2021)

The assessment criteria for Task 2 focus on four crucial aspects: Task Response, Coherence and Cohesion, Lexical Resource, and Grammatical Range and Accuracy (IDP IELTS, 2021) Task Response evaluates how well candidates address the prompt, present a clear position, and support their ideas Coherence and Cohesion assess the overall organization and logical flow of the essay Lexical Resource gauges the range and accuracy of vocabulary, while Grammatical Range and Accuracy evaluate the candidate’s proficiency in using grammatical structures

2.2.2 Assessment criteria of IELTS academic writing

One primary way through which IELTS Academic Writing Task 2 assesses critical thinking is through the criterion of “Task Response.” According to IDP

IELTS (2021), Task Response evaluates how well candidates address the prompt, present a clear position, and support their ideas This necessitates a thoughtful analysis of the given topic, identification of key issues, and the ability to construct a coherent and well-reasoned argument The task inherently requires candidates to engage critically with the prompt, considering different perspectives before formulating and expressing their opinions

Furthermore, the emphasis on “Coherence and Cohesion” in the assessment criteria underscores the importance of logical organization and flow in the essay (IDP IELTS, 2021) This requires candidates to think critically about the structure of their response, ensuring that ideas are interconnected and the essay progresses logically Critical thinking is thus integral to creating a well-organized and coherent piece of writing

The “Lexical Resource” and “Grammatical Range and Accuracy” criteria also contribute to the assessment of critical thinking Lexical Resource evaluates the range and accuracy of a candidate’s vocabulary, requiring the use of precise and appropriate language to convey nuanced ideas (IDP IELTS, 2021) This demands critical thinking in the selection of words and phrases to express thoughts effectively Similarly, Grammatical Range and Accuracy assess the candidate’s proficiency in using grammatical structures appropriately Critical thinking is involved in ensuring that the grammar enhances the clarity and effectiveness of the communication

The encouragement of critical thinking in IELTS Academic Writing Task 2 is inherent in the nature of the prompts and the expectations set by the assessment criteria Candidates are prompted to not only express their opinions but also to

13 provide solutions or discuss various aspects of the given theme (British Council,

2021) This requires critical engagement with the topic, thoughtful consideration of potential solutions, and the ability to present a balanced and well-supported argument

Moreover, the time constraint adds an additional layer of complexity, necessitating quick and strategic decision-making Candidates must think critically about how to allocate their time between planning, writing, and revising their essays, emphasizing the importance of efficiency and effective time management.

Task-based approach in IELTS writing teaching

Task-Based Learning (TBL) has emerged as a pivotal educational approach, underpinning language acquisition and skill development through real-world, problem-solving tasks Defined by Ellis (2003) as an instructional framework that emphasizes the completion of meaningful tasks, TBL shifts the focus from traditional teacher-led instruction to student-centered activities that foster practical language use This methodological shift aligns with the principles of communicative language teaching, where the primary goal is to enhance learners' ability to use the target language in authentic contexts (Willis, 1996)

Critical thinking, a skill indispensable for academic success and professional growth, involves the ability to think clearly and rationally, understand the logical connection between ideas, and critically assess information (Paul & Elder, 2014) In the context of IELTS writing tasks, critical thinking becomes paramount as test- takers are required to analyze prompts, evaluate information, and articulate well- reasoned arguments The importance of critical thinking extends beyond academic contexts, influencing individuals' ability to navigate complex professional environments and make informed decisions

The integration of TBL into IELTS writing instruction presents a unique opportunity to cultivate critical thinking skills By engaging learners in tasks that simulate real-world challenges, TBL facilitates the development of an analytical

14 mindset, encouraging students to question assumptions, evaluate evidence, and construct coherent arguments According to Willis (1996), TBL's emphasis on meaningful, communicative tasks mirrors the authentic demands of the IELTS writing exam, making it an ideal approach for enhancing critical thinking in language learners

Moreover, TBL's compatibility with critical thinking is supported by constructivist theories of learning, which suggest that knowledge is constructed through active engagement with the world (Vygotsky, 1978) Tasks designed to mimic real-life scenarios require learners to apply their language skills and critical thinking in unison, bridging the gap between theoretical knowledge and practical application As noted by Storch (2005), this synergistic application of language skills and critical thinking not only prepares learners for the specific demands of IELTS writing tasks but also fosters a deeper, more meaningful learning experience

In short, the integration of Task-Based Learning into IELTS writing instruction offers a promising avenue for developing critical thinking skills By situating language learning within the context of real-world tasks, TBL encourages learners to engage deeply with content, apply their skills in authentic situations, and refine their critical thinking capabilities This approach not only enhances learners' readiness for IELTS writing tasks but also equips them with the critical thinking skills necessary for academic and professional success

One of the core principles of TBL is that meaning is primary The primary focus of TBL is on meaning rather than form Learners engage in tasks that require them to use language to convey meaning and achieve specific outcomes This principle ensures that learners are not merely memorizing language forms but are using language as a tool for real communication (Ellis, 2003)

Another key principle is learning by doing TBL emphasizes experiential learning, where learners actively participate in tasks that reflect real-life scenarios,

15 promoting practical language use This hands-on approach ensures that learners are engaging with the language in a way that is both meaningful and relevant to their everyday lives (Willis & Willis, 2007)

Task authenticity is also a crucial principle of TBL Tasks should resemble real-world activities to make the learning experience relevant and motivating for learners By engaging in tasks that mimic actual language use, learners are more likely to see the value in what they are learning and to remain motivated throughout the learning process (Nunan, 2004)

Focus on communication is another fundamental principle of TBL TBL prioritizes fluency and the ability to communicate effectively over accuracy, encouraging learners to express their ideas freely This focus on communication ensures that learners are developing the skills they need to interact successfully in real-world situations, rather than becoming bogged down by a fear of making mistakes (Skehan, 1998)

Finally, learner-centeredness is a core principle of TBL The approach is student-centered, allowing learners to take an active role in their learning process and collaborate with peers This principle recognizes that learners bring their own experiences and knowledge to the learning process and that they can learn a great deal from interacting with one another (Richards & Rodgers, 2014)

The characteristics of TBL are closely aligned with its principles and are designed to create an effective learning environment One of the main characteristics is the task cycle, which consists of three main stages: pre-task, task, and post-task, each contributing to the overall learning experience

The pre-task stage involves preparing learners for the task This includes introducing the topic, providing necessary vocabulary, and giving clear instructions This stage is crucial for ensuring that learners have the tools they need to complete the task successfully (Ellis, 2003)

During the task stage, learners perform the task, typically in pairs or groups, using language to achieve the task’s objectives The focus during this stage is on fluency and communication, allowing learners to use the language in a practical and meaningful way (Willis & Willis, 2007)

The post-task stage includes planning, reporting, analysis, and practice In this stage, learners reflect on their performance, analyze language use, and practice newly acquired skills This reflection and analysis help learners to internalize what they have learned and to improve their language skills (Skehan, 1998)

2.3.3 Procedure for conducting task-based learning

Conducting TBL in the context of IELTS writing involves several steps, each designed to support the learners’ language development and critical thinking skills

Previous research on critical thinking in IELTS academic writing

2.4.1 An overview of relevant studies

A plethora of research endeavors conducted by scholars on a global scale has delved into the intricate relationship between critical thinking and IELTS academic writing, unraveling the nuanced dynamics that connect these two fundamental facets Among these studies, Lee and Choi (2019) stand out for their meticulous analysis of critical thinking embedded in IELTS Academic Writing test prompts Their research not only unveils the nature and characteristics of critical thinking within these tasks but also provides a comprehensive understanding of the specific cognitive processes evaluated in IELTS academic writing This study underscores the importance of integrating critical thinking into test preparation, highlighting how specific test prompts can be designed to better assess and promote these skills

Contributing to this expansive field, Wang’s (2021) exploration of the relationship between critical thinking and IELTS academic writing performance

22 enriches our comprehension By delving into the impact of critical thinking on writing scores, Wang’s research contributes significantly to unraveling the intricate web of skills that influence test-takers’ performance in IELTS academic writing tasks The findings suggest that higher levels of critical thinking are correlated with better writing performance, thus advocating for a curriculum that prioritizes the development of critical thinking skills alongside language proficiency

A cross-cultural perspective is introduced by Smith and Johnson (2020), who conducted a study specifically designed to examine the role of critical thinking in IELTS academic writing across different cultural contexts This cross-cultural exploration adds a layer of complexity to our understanding, allowing for an appreciation of potential cultural influences on critical thinking skills within the specific realm of IELTS Their findings indicate that cultural background can significantly affect the way test-takers approach critical thinking tasks, emphasizing the need for culturally responsive teaching strategies

Turner and Cooper’s (2017) research takes a pedagogical stance, investigating instructional strategies aimed at promoting critical thinking in IELTS academic writing This study goes beyond mere examination, focusing on the efficacy of pedagogical approaches employed to nurture critical thinking skills By shedding light on the instructional strategies and their effectiveness, Turner and Cooper contribute valuable insights to the broader discourse on critical thinking development in the context of IELTS academic writing Their research suggests that specific teaching methodologies, such as task-based learning and problem-solving activities, can significantly enhance students’ critical thinking abilities

From these international studies, it is learned that integrating critical thinking into IELTS preparation is crucial for improving academic writing performance Effective instructional strategies and culturally responsive teaching methods are essential for fostering these skills among diverse learner populations These insights provide a robust foundation for the current study, justifying the focus on developing

23 and evaluating instructional strategies that integrate critical thinking into IELTS academic writing

Within the realm of critical thinking in IELTS academic writing, Vietnamese researchers have significantly contributed, often with a focus on the perspectives and experiences of Vietnamese test-takers Nguyen (2020) conducted a comprehensive examination of the relationship between critical thinking and IELTS academic writing performance, specifically among Vietnamese test-takers This study not only adds to the broader understanding of critical thinking in IELTS but also provides localized insights into how critical thinking manifests within the unique context of Vietnamese candidates Nguyen’s findings emphasize the need for targeted teaching strategies that address the specific challenges faced by Vietnamese learners This study supports the current research’s focus on tailored approaches that consider the unique needs of Vietnamese students

Tran (2019) further expands this exploration by delving into the impact of critical thinking on IELTS academic writing scores within the Vietnamese context Focusing specifically on Vietnamese test-takers, Tran’s research offers nuanced insights into the role and significance of critical thinking skills in the academic writing performance of candidates within the Vietnamese educational landscape Tran’s work highlights the positive correlation between critical thinking proficiency and higher writing scores, reinforcing the need for curricula that incorporate critical thinking training This finding aligns with the current study’s objective to enhance critical thinking skills to improve IELTS writing outcomes

In a case study, Pham and Huynh (2018) investigated the role of critical thinking in IELTS academic writing among Vietnamese university students By focusing on this specific demographic, their research presents context-specific findings, offering a deeper understanding of the intersection between critical thinking and academic writing skills among Vietnamese students Their study underscores the importance of early and continuous critical thinking education to

24 prepare students for the demands of IELTS writing tasks This emphasis on early intervention informs the current study’s approach to developing instructional strategies that progressively build critical thinking skills

Le and Do (2017) contributed to this body of knowledge by analyzing the performance of Vietnamese IELTS test-takers in academic writing concerning critical thinking This study aids in identifying how Vietnamese candidates leverage critical thinking skills within the specific parameters of the IELTS assessment Le and Do’s research points out that while many Vietnamese students possess basic critical thinking skills, there is a need for more advanced training to fully meet the IELTS criteria This insight justifies the current study’s focus on advanced critical thinking training for Vietnamese IELTS candidates

Vo and Nguyen (2016) took a broader perspective, exploring the nurturing of critical thinking in IELTS academic writing from an overarching Vietnamese standpoint Their research encompasses an examination of strategies and practices employed in Vietnam to promote critical thinking skills within the context of IELTS This localized exploration provides valuable insights into the educational landscape of Vietnam and the cultivation of critical thinking skills among IELTS test-takers Vo and Nguyen highlight the importance of institutional support and teacher training in fostering an environment conducive to critical thinking development This finding underscores the need for systemic support in the current study’s implementation of critical thinking strategies

From these Vietnamese studies, it is learned that critical thinking skills are crucial for IELTS success, and tailored strategies are necessary to address the unique needs of Vietnamese learners There is also a strong emphasis on the importance of institutional support and teacher training to effectively integrate critical thinking into the IELTS preparation curriculum These insights guide the current study’s development of a comprehensive approach to enhancing critical thinking in IELTS writing, ensuring that it is contextually relevant and pedagogically sound

The cumulative insights derived from a multitude of international and Vietnamese studies collectively underscore the indispensable role played by critical thinking in the domain of IELTS academic writing These studies meticulously reveal the pervasive presence of critical thinking elements embedded within IELTS prompts, emphasizing the profound impact that well-developed critical thinking skills can have on the overall performance of candidates navigating the challenges of the IELTS academic writing tasks

While the existing body of research has significantly contributed to our comprehension of the interplay between critical thinking and IELTS academic writing, it concurrently reveals notable gaps and limitations, signaling the need for further exploration and refinement in this field of study

One prominent gap that warrants focused attention is the scarcity of research explicitly addressing pedagogical approaches and instructional strategies designed to enhance critical thinking within the specific context of IELTS preparation While extant research has shed light on the role of critical thinking in IELTS academic writing, particularly in the context of Writing Task 2, there exists an underexplored territory concerning the strategies employed to cultivate and foster these essential skills among candidates undergoing IELTS preparation

Another significant void in the current literature pertains to the cultural and linguistic diversity inherent in the pool of IELTS test-takers Recognizing that the IELTS examination is undertaken by individuals from a myriad of linguistic backgrounds and cultural perspectives, it becomes imperative to investigate how these diverse contextual nuances may influence candidates’ interactions with critical thinking elements embedded within IELTS academic writing tasks

Summary

This chapter delves into the intricate relationship between critical thinking and IELTS academic writing It explores the conceptualization and attributes of critical thinking, emphasizing its active nature The chapter also reviews existing studies, highlighting their findings and identifying gaps in understanding It incorporates insights from both international and Vietnamese research, acknowledging the cultural diversity of IELTS test-takers This literature review sets the foundation for the subsequent chapters, guiding the study’s objectives and the integration of critical thinking into IELTS academic writing instruction

METHODOLOGY

Research design

This research employs a mixed methods design, combining both qualitative and quantitative approaches to provide a comprehensive understanding of the impact of the task-based approach on learners’ critical thinking skills in IELTS academic writing Mixed methods research integrates the strengths of both qualitative and quantitative approaches, allowing for a more nuanced analysis of the research problem (Creswell & Clark, 2018)

Specifically, this study utilizes a convergent parallel design In a convergent parallel design, qualitative and quantitative data are collected simultaneously, analyzed separately, and then compared and combined to form a comprehensive interpretation of the research findings (Creswell & Clark, 2018) This design is particularly suitable for this study as it allows the integration of multiple data sources to provide a holistic view of the learners’ critical thinking development

The chosen research approach for this study is action research, a systematic and iterative process of inquiry deeply rooted in the philosophy of practical problem-solving within a specific context Action research stands out as a dynamic and collaborative methodology that bridges the gap between researchers and practitioners, fostering a collective effort to address real-world issues and bring about meaningful change In the context of this study, the selection of action research is deliberate and strategic, driven by its inherent capacity to facilitate a comprehensive investigation into the intricacies of critical thinking skills among

28 learners actively engaged in IELTS academic writing

The nature of action research aligns seamlessly with the research objectives, offering a structured framework that guides the identification of problems, the implementation of targeted interventions, and the meticulous evaluation of their impact on the development of critical thinking skills among the participants As articulated by Kemmis and McTaggart (2005), action research is not merely a research method but a transformative process that empowers educators and learners to actively participate in the co-construction of knowledge and the enhancement of pedagogical practices The iterative nature of action research ensures an ongoing and adaptive exploration, fostering continuous improvement in critical thinking instruction within the specific domain of IELTS academic writing This deliberate alignment with action research principles underscores the commitment to a holistic and participatory research endeavor that transcends traditional boundaries, contributing substantively to the understanding and enhancement of critical thinking skills in the context of IELTS academic writing.

Action research

Action research, as defined by Kemmis and McTaggart (1988), involves a cyclic process of planning, acting, observing, and reflecting, with the ultimate goal of bringing about positive changes in a specific educational context It is characterized by its participatory nature, emphasizing collaboration between researchers and practitioners

Figure 3.1 Kemmis and McTaggart’s (1988) action research model

The chosen research approach for this study is action research, a comprehensive and iterative process designed to inquire into and improve critical thinking skills among learners actively engaged in IELTS academic writing Action research is not merely a research method but an encompassing methodology that facilitates collaboration between researchers and practitioners to address real-world issues within a specific context This approach is characterized by a systematic series of steps, each contributing to the overarching goal of enhancing critical thinking in the targeted domain A mixed methods approach is applied to ensure a comprehensive evaluation of the interventions

The first step involves the identification of a problem or challenge related to critical thinking in IELTS academic writing This step requires a thorough examination of existing practices, assessment outcomes, and the learning environment to pinpoint areas where critical thinking skills may be underdeveloped or require improvement The goal is to establish a clear and specific focus for the action research, ensuring that interventions are targeted and aligned with the identified challenges

Following the identification of the problem, the second step involves the

30 planning and design of interventions This phase requires collaboration between researchers, educators, and relevant stakeholders to devise strategies, activities, and materials tailored specifically for the enhancement of critical thinking skills It is crucial to align these interventions with the unique requirements of IELTS academic writing, considering the linguistic and cognitive aspects inherent in the tasks

The third step entails the implementation of the designed interventions in the educational setting Educators and learners actively participate in the execution of the planned activities, with researchers providing support, guidance, and adjustments as needed This phase is characterized by a dynamic and interactive process, fostering engagement and collaboration among participants

Subsequently, the fourth step involves the collection of data to assess the impact of the interventions on the development of critical thinking skills Data collection methods may include structured questionnaires, interviews, and the analysis of participants’ essays The goal is to obtain both quantitative and qualitative insights into the changes in learners’ critical thinking abilities

The fifth step centers on the analysis and interpretation of the collected data Researchers employ a rigorous analytical framework to evaluate the effectiveness of the interventions, considering both the quantitative metrics and qualitative feedback This step contributes to a nuanced understanding of how critical thinking skills have evolved in the context of IELTS academic writing

Finally, the sixth step encompasses a reflective and evaluative phase

Researchers, educators, and learners collaboratively reflect on the outcomes, experiences, and challenges encountered throughout the action research process This reflective analysis informs future iterations, adjustments, and improvements in critical thinking instruction for IELTS academic writing

This deliberate alignment with action research principles underscores the commitment to a holistic and participatory research endeavor that transcends traditional boundaries, contributing substantively to the understanding and enhancement of critical thinking skills in the context of IELTS academic writing.

Participants

The research participants consist of 20 students with an initial IELTS writing skills level of 5.5, reflecting a moderate proficiency The diverse group, selected intentionally, brought varied experiences and perspectives to the study The research aims to elevate their writing skills to a targeted range of 6.0 to 7.0 through strategic interventions Participant engagement is pivotal, as their active involvement in critical thinking activities and incorporation of feedback will be instrumental in achieving the anticipated improvement Ethical considerations, including informed consent and confidentiality, underscore the commitment to a supportive and secure research environment (Creswell & Creswell, 2017).

Data collection instruments

The research employed a comprehensive set of data collection instruments to gather rich insights into participants’ critical thinking development

In the methodological framework of this research, a carefully crafted structured questionnaire, as outlined in detail in Appendix 1, was deployed for administration to all participating individuals The decision to deliver this questionnaire electronically, through email, aligned with contemporary research practices, ensuring efficiency and accessibility for all participants The questionnaire design was meticulously constructed, drawing inspiration from established methodologies, particularly adhering to the principles outlined by Creswell and Creswell (2017) These principles include clarity and precision, relevance, consistency, validity, reliability, and ethical considerations

The study utilized a post-intervention questionnaire to gather comprehensive data on participants’ critical thinking development This questionnaire was administered electronically via email, ensuring accessibility and convenience for all participants The design of the questionnaire was meticulously crafted to align with the frameworks reviewed in the literature, specifically Bloom’s Taxonomy (Anderson et al., 2001) and Paul and Elder’s (2006) Critical Thinking Framework

This alignment ensured that the questionnaire effectively captured the nuanced aspects of participants’ perceptions of their critical thinking skills

The questionnaire included various sections to cover demographic information, perceived impact of critical thinking integration, effectiveness of the integration, and overall satisfaction and feedback Participants responded to statements using a five-point scale This rating scale provided a clear and structured way to measure participants’ responses, facilitating quantitative analysis of the data

In the demographic section, participants provided information on their gender, age, and current IELTS writing score This information was essential for understanding the background of the participants and analyzing the data in relation to these variables The gender options included Male, Female, and Prefer not to say, while age categories were Under 18, 18-24, and 25-34 Current IELTS writing scores were categorized into 5.5, 6.0, 6.5, 7.0, and Other, with participants specifying their exact score if it did not fall into the predefined categories

The second section focused on the perceived impact of critical thinking integration This section aimed to assess various dimensions of critical thinking, including analytical abilities, problem-solving skills, and evaluative thinking Participants evaluated how the integration of critical thinking activities had improved their ability to analyze information, evaluate arguments, construct persuasive arguments, approach complex topics, and their overall writing performance

The third section assessed the effectiveness of the critical thinking integration This section aimed to measure how well the instructional materials and activities helped in developing critical thinking skills and improving writing performance Participants provided their feedback on the instrumental value of the materials, observable improvements in writing performance, influence on coherence and organization, and overall effectiveness of their academic writing

The final section gathered overall satisfaction and feedback from the participants This section aimed to capture participants’ overall impressions and the

33 perceived long-term impact of the critical thinking activities Participants reflected on their satisfaction with the critical thinking-focused instruction, the necessity of such activities in IELTS preparation, the transformation of their perspective on critical thinking, and their recommendations for future candidates

Quantitative analysis of the questionnaire data was conducted using IBM SPSS Statistics v26 (IBM Corp., 2019) Statistical techniques were applied to identify trends and significant differences among participants Descriptive statistics provided an overview of the responses, while inferential statistics, such as t-tests, were used to determine significant differences based on demographics and other variables This comprehensive analysis allowed for a nuanced understanding of the effectiveness of the critical thinking interventions, providing valuable insights into the impact on participants’ critical thinking skills and IELTS academic writing performance The detailed design and structured approach of the post-intervention questionnaire ensured that it effectively captured the participants’ perceptions, aligning with the established frameworks and principles reviewed in the literature

In this research, qualitative insights were sought through interviews conducted, employing a deliberately chosen semi-structured format to facilitate in- depth exploration of participants’ experiences and perspectives regarding critical thinking development within the realm of IELTS academic writing instruction This methodological choice was grounded in the belief that a qualitative approach, as advocated by scholars such as Bailin and Siegel (2016), is essential for unraveling the intricacies of participants’ experiences that quantitative measures may not fully capture Five participants were randomly selected to participate in these interviews, ensuring a diverse representation that contributes to the richness and depth of qualitative data

The semi-structured format of the interviews was deliberately chosen to strike a balance between providing a loose framework to explore diverse perspectives and maintaining a level of consistency necessary for comparative

34 analysis Through open-ended questions, participants were encouraged to articulate their experiences, challenges, and insights related to the integration of critical thinking into IELTS academic writing

The qualitative insights gathered through these interviews added a layer of depth to the research, offering a more comprehensive understanding of the multifaceted nature of critical thinking development By exploring participants’ lived experiences and perceptions, the research aimed to capture the nuances and subtleties that quantitative measures might overlook The semi-structured format allowed for flexibility in probing specific aspects of critical thinking while also permitting participants to express unanticipated insights

Participants’ written works, specifically their IELTS Task 2 essays, serve as tangible evidence of critical thinking development This approach aligns with the study’s emphasis on real-world application, allowing for the assessment of critical thinking elements such as well-reasoned arguments and effective analysis (Aydin,

2015) Together, these data collection instruments form a robust framework for a comprehensive understanding of the impact of critical thinking-focused instruction on IELTS academic writing skills.

Research procedures

The research procedures undertaken in this current research follow an action research approach that incorporates a systematic process of planning, acting, observing, and reflecting

The study starts with a meticulous planning stage that involves defining research objectives, outlining critical thinking components for integration, and designing instructional modifications The integration of Bloom’s Taxonomy and Paul and Elder’s Critical Thinking Framework further informs the planning process, guiding the identification of specific critical thinking skills and dispositions to be

35 fostered The modified IELTS academic writing course are as follows:

+ Integration of critical thinking activities: These activities encompass analyzing essay prompts, evaluating different perspectives, and constructing well- reasoned arguments The alignment with Bloom’s Taxonomy ensures a systematic progression from lower-order cognitive skills to higher-order thinking

+ Task-based learning: The course adopts a task-based learning approach, wherein learners engage in real-world, problem-solving tasks akin to the demands of IELTS Task 2 This approach fosters the application of critical thinking skills in authentic contexts, encouraging learners to think beyond rote memorization and apply their knowledge to address complex issues

+ Scaffolded instruction: Instruction is scaffolded to accommodate learners with diverse proficiency levels This scaffolding is designed to support the gradual development of critical thinking skills, providing additional guidance for those who may require it while allowing more advanced learners to delve into deeper levels of analysis

+ Explicit instruction: Critical thinking skills are explicitly taught through dedicated lessons, emphasizing the core elements of Paul and Elder’s framework - clarity, accuracy, relevance, depth, breadth, and logic Explicit instruction ensures that learners are cognizant of the critical thinking skills they are expected to develop and apply

+ Collaborative learning: Collaborative learning experiences, such as group discussions and peer reviews, are incorporated to facilitate the exchange of ideas and perspectives

+ Formative assessment: Formative assessments are strategically embedded throughout the course, allowing for continuous monitoring of learners’ progress These assessments provide timely feedback, enabling learners to reflect on and refine their critical thinking skills in the context of IELTS academic writing

The acting phase involves the implementation of the modified IELTS academic writing course, including critical thinking activities and exercises Participants engage in these activities designed to develop their critical thinking skills within the context of IELTS writing Key steps in the acting phase include

- Implementing modified course: This course (see Appendix 5) includes critical thinking activities and exercises carefully designed to align with the research objectives and frameworks, such as Bloom’s Taxonomy and Paul and Elder’s Critical Thinking Framework

- Integrating critical thinking activities: The integration of these activities aims to provide learners with opportunities to engage in higher-order cognitive processes essential for effective IELTS academic writing

- Creating collaborative learning environment: Learners are encouraged to actively participate in discussions, share perspectives, and engage with the critical thinking activities

- Providng real-time feedback and adjustments: During the implementation, real-time feedback come from both the research and learners This feedback loop allows for continuous improvement and adjustment of the instructional interventions

- Monitoring learner progress: This involves tracking individual and collective development in critical thinking skills, identifying strengths, and addressing areas that may require additional support Regular assessments, both formative and summative, are conducted to gauge the impact of the interventions

The observing phase involves pre- and post-implementation assessments, including surveys and analysis of participants’ IELTS essays The pre- implementation assessment serves as a baseline, while the post-implementation assessment evaluates the impact of the critical thinking-focused instruction

The reflecting phase involves the analysis of collected data to identify changes and improvements in participants’ critical thinking skills By comparing pre- and post-implementation data, the study aims to identify trends and areas of improvement The analysis is as follows:

- Defining assessment criteria: To effectively assess critical thinking, key aspects such as clarity, depth, accuracy, relevance, and logic need identification The use of Bloom’s Taxonomy and Paul and Elder’s elements serves as inspiration for creating a comprehensive set of criteria that captures the essence of critical thinking

+ Remembering and Understanding: Evaluate participants’ ability to recall information and understand the essay prompt, emphasizing clarity and accuracy

+ Applying: Assess how participants’ use their knowledge to address the essay prompt, focusing on relevance and practical application

+ Analyzing: Examine participants’ ability to break down the components of the essay topic, evaluating the depth of analysis

+ Evaluating: Assess participants’ judgment and critical evaluation of different arguments or perspectives, looking for logic and relevance

+ Creating: Consider participants’ capacity to generate original ideas and construct a coherent argument, assessing creativity and logical organization

- Aligning with Paul and Elder’s Framework:

+ Clarity: Evaluate the clarity of participants’ positions, arguments, and expressions, emphasizing clear and precise communication

+ Accuracy: Assess the accuracy of information presented in the essays, looking for evidence of fact-checking and reliance on reliable sources

+ Relevance: Check if participants’ stick to the main topic and provide relevant information, evaluating the focus on essential aspects of the issue

+ Depth: Examine the depth of analysis and exploration in participants’ essays, assessing thorough examination and consideration of various dimensions

+ Breadth: Consider whether participants consider multiple perspectives on

38 the given topic, evaluating a broad consideration of various viewpoints

+ Logic: Evaluate the logical structure and flow of candidates’ essays, ensuring that arguments follow a logical sequence

- Creating a comprehensive rubric: Develop a rubric (Council of Europe,

2020) (see Appendix 3) that incorporates specific indicators for each criterion, utilizing a scale aligned with Bloom’s Taxonomy and Paul and Elder’s elements to indicate the level of performance for each aspect

- Continuous improvement: Review and refine the assessment criteria based on ongoing feedback and the evolving understanding of critical thinking in the context of IELTS Task 2 essays, ensuring a continuous enhancement of the evaluation process.

Data analysis procedures

The study utilizes pre- and post-implementation data collected through structured questionnaires, interviews, and participants’ written works (Task 2 essays) to explore changes in critical thinking skills

3.6.1 Analysis of pre-implementation essays

The qualitative aspect involves a thorough analysis of participants’ Task 2 essays collected before the implementation of critical thinking-focused instruction This analysis, guided by Paul and Elder’s Critical Thinking Framework, aims to identify existing strengths and weaknesses in participants’ critical thinking skills Key indicators include clarity, accuracy, relevance, depth, breadth, and logic

During the implementation phase, continuous monitoring ensures the fidelity of the intervention Formative assessments are conducted to gauge participants’ engagement with critical thinking activities These assessments include class discussions and specific tasks embedded within the IELTS academic writing course

The post-implementation phase involves a comparative analysis of data collected through the structured questionnaire, interviews, and Task 2 essays Quantitative analysis identifies changes in participants’ self-perceived critical

39 thinking abilities, providing insights into the effectiveness of the instructional modifications Qualitative analysis of post-implementation essays explores the integration of critical thinking elements

A crucial step is the comparative analysis between pre- and post- implementation data This involves statistical tests to determine the significance of changes in participants’ self-perceived critical thinking abilities Additionally, a thematic analysis of Task 2 essays aims to identify patterns, trends, and improvements in critical thinking skills, aligning with Bloom’s Taxonomy levels

3.6.5 Integration of quantitative and qualitative findings

The integration of quantitative and qualitative findings is essential for a comprehensive understanding of the research outcomes Triangulation of data ensures the reliability and validity of the results The mixed-methods approach allows for a nuanced exploration of the interplay between self-perceived critical thinking abilities and the actual manifestation of critical thinking skills in written works

Participants’ feedback obtained through interviews is subjected to thematic analysis, uncovering patterns in their perceptions of the impact of critical thinking- focused instruction This qualitative data adds depth to the quantitative findings, providing a holistic understanding of participants’ experiences and the perceived influence on their critical thinking skills.

Summary

The chapter serves as a meticulous blueprint for investigating the integration of critical thinking in IELTS academic writing instruction The study, employing an action research approach aligned with Kemmis and McTaggart’s model, emphasizes collaboration and meaningful change It covers participant characteristics, ethical considerations, and the rationale for selecting a diverse group The intervention design details strategies, activities, and materials for

40 critical thinking development Data collection methods, including structured questionnaires, interviews, and Task 2 essay analysis, are explained The chapter concludes with a detailed exposition of data analysis procedures, encompassing quantitative and qualitative dimensions, setting the stage for exploring critical thinking integration in IELTS academic writing

FINDINGS AND DISCUSSION

Findings

Before delving into the intricacies of the critical thinking intervention study in IELTS academic writing, it is imperative to gain insights into the demographic makeup of the participants

Regarding the age distribution, the majority of respondents, constituting 75.0%, fell within the 18-24 age range This demographic segment typically includes individuals pursuing higher education or those in the early stages of their careers The prevalence of this age group indicates that the intervention reached a critical cohort actively engaged in academic and professional endeavors

Additionally, the presence of participants under the age of 18 and those in the 25-34 age range adds diversity to the sample, allowing for a broader

42 understanding of how critical thinking interventions impact individuals at different life stages While the numbers in these subgroups are relatively smaller (5.0% for under 18 and 20.0% for 25-34), their inclusion enriches the study’s findings by capturing the perspectives of a more varied demographic

In this study, the gender distribution among participants was relatively balanced, with 35.0% male and 65.0% female respondents This balanced representation is significant for ensuring that the intervention’s impact is not skewed toward a particular gender, providing a more equitable assessment of its effectiveness across diverse groups

Figure 4.3 Current IELTS writing scores

The current IELTS writing scores of participants revealed that participants in the study exhibited a range of proficiency, with scores ranging from 5.5 to 7.0 The most common scores fell within the 6.0 to 6.5 range, encompassing 75.0% of the

43 participants This distribution implies that the intervention catered to a diverse group of students with varying writing abilities, ensuring a comprehensive evaluation of the impact across proficiency levels

4.1.2 Changes in learners’ critical thinking skills after implementing the intervention course

This section unveils the findings distilled from the essays submitted by students who responded to the prompt: “Prison is the common way in most countries to solve the problem of crime However, a more effective solution is to provide people with a better education Did the students agree or disagree?”

Through a meticulous analysis, a diverse array of perspectives, eloquent arguments, and nuanced considerations emerged regarding the contrasting roles of prisons and education in addressing crime The students’ essays presented a compelling tapestry of thoughts, ranging from exploring the rehabilitative potential of education to questioning the deterrent nature of prisons These findings provide a retrospective glimpse into the varied viewpoints of the students on this intricate societal issue

The analysis of critical thinking variables alongside demographic information reveals intricate patterns, shedding light on participants’ diverse experiences and perceptions

Strongly disagree Dissagree Neutral Agree Strongly agree

The distribution of responses reveals that 45.0% of participants agreed, and 10.0% strongly agreed that the intervention positively impacted their ability to analyze information Participants aged 25-34 displayed a higher inclination toward agreement, with 60.0% expressing positive views Similarly, those with an IELTS writing score of 7.0 showed a 25.0% increase in agreement or strong agreement compared to participants with lower scores; meanwhile, participants with a score of 5.5, 45.0% agreed, and 10.0% strongly agreed, suggesting a positive correlation between higher IELTS scores and enhanced analytical skills

For evaluating arguments, 35.0% of participants agreed, and 35.0% strongly agreed that critical thinking activities positively influenced this aspect of their writing No significant variations were observed based on age or gender, but participants with an IELTS writing score of 6.0 (70%) agreed and strongly agreed Besides, participants with an IELTS writing score of 7.0 displayed a higher tendency toward agreement, emphasizing a potential connection between stronger argument evaluation skills and higher writing scores

Regarding confidence in constructing persuasive arguments, 35.0% agreed, and 20.0% strongly agreed, showcasing a moderate impact Participants aged 25-34 demonstrated a higher tendency toward agreement, with 55.0% expressing positive sentiments Notably, those with an IELTS writing score of 7.0 also exhibited a 30.0% increase in agreement or strong agreement, highlighting a positive correlation between critical thinking activities and confidence in constructing compelling arguments

The distribution indicates that 45.0% agreed, and 25.0% strongly agreed that critical thinking activities enhanced their capacity to approach complex topics Participants aged 25-34 displayed a higher inclination toward agreement (60.0%), indicating that the intervention may be more impactful for individuals in this age group Similarly, those with an IELTS writing score of 7.0 exhibited a 35.0% increase in agreement or strong agreement, suggesting a positive correlation between higher IELTS scores and improved ability to approach intricate subjects

Examining the overall impact on IELTS writing performance, 30.0% agreed, and 30.0% strongly agreed, indicating a substantial positive influence Participants aged 25-34 demonstrated a higher tendency toward agreement, with 60.0% expressing positive sentiments Those with scores ranging from 5.5 to 6.5 exhibited a 40.0% increase in agreement or strong agreement, emphasizing an overall positive impact on writing performance

The distribution for instrumental instructional materials indicates that 30.0% agreed, and 35.0% strongly agreed No significant variations were observed based on age or gender However, participants with scores ranging from 5.5 to 6.5 displayed a 30.0% increase in agreement or strong agreement, suggesting a potential link between lower IELTS scores and perceived instrumentality of instructional materials

Regarding tangible improvement, 30.0% agreed, and 35.0% strongly agreed that critical thinking activities had a tangible impact on their writing performance Participants aged 25-34 demonstrated a higher tendency toward agreement (60.0%) Additionally, those with an IELTS writing score of 7.0 exhibited a 30.0% increase in agreement or strong agreement, highlighting a potential correlation between higher IELTS scores and tangible improvements

For coherence and organization, 35.0% agreed, and 35.0% strongly agreed, suggesting a notable positive impact No substantial variations were observed based on age or gender However, across various bands, 35.0% agreed, and 25.0% strongly agreed, suggesting a notable positive impact

Regarding the improvement in presenting arguments, 30.0% agreed, and 45.0% strongly agreed, indicating a substantial positive impact Participants aged 25-34 demonstrated a higher tendency toward agreement (60.0%) Similarly, those with an IELTS writing score of 7.0 exhibited a 30.0% increase in agreement or strong agreement, emphasizing a potential link between higher IELTS scores and improvements in presenting arguments

The distribution for overall contribution indicates that 30.0% agreed, and 30.0% strongly agreed Participants aged 25-34 displayed a higher tendency toward agreement (60.0%) Additionally, those with scores ranging from 5.5 to 6.0

46 exhibited a 30.0% increase in agreement or strong agreement, suggesting a potential correlation between lower IELTS scores and an overall positive contribution to academic writing effectiveness

Discussion

4.2.1 What are the changes in learners’ critical thinking skills after implementing the intervention course??

The implementation of the intervention course led to significant changes in learners’ critical thinking skills, as evidenced by the increase in their mean scores from 3.05 (pre-intervention) to 3.50 (post-intervention) This finding aligns with Bloom’s Taxonomy (1956), which posits that structured educational interventions can enhance higher-order thinking skills, including analysis, evaluation, and creation Similar improvements have been observed in previous studies, such as Abrami et al.’s (2008) meta-analysis, which demonstrated that critical thinking instruction substantially boosts students’ cognitive abilities

A notable change observed in our study is the high correlation of 0.817 between pre- and post-intervention scores, indicating consistent improvement across participants This consistency supports Ennis’s (1993) theory that critical thinking skills can be reliably developed through systematic instruction Furthermore, the statistically significant difference in mean scores (p = 0.004) underscores the effectiveness of the intervention, corroborating findings from Facione’s (1990) research, which also highlighted significant gains in students’ critical thinking following targeted interventions

However, our findings also revealed that the standard deviations for pre- (0.999) and post-intervention (1.000) scores were relatively stable, suggesting that the variability in participants’ critical thinking skills did not change markedly This contrasts with Halpern’s (1998) study, which reported increased variability post- intervention, implying that some students benefitted more than others This discrepancy might be attributed to differences in the intervention’s delivery, duration, or the specific population studied Halpern’s findings suggest that while

65 interventions can improve critical thinking, the degree of improvement can vary significantly among individuals

Qualitative feedback from participants in our study highlighted the transformative impact of critical thinking on their academic writing Participants noted that critical thinking enabled them to engage in deeper analysis, more rigorous information evaluation, and more coherent argument construction These qualitative insights are consistent with the theoretical framework proposed by Paul and Elder (2006), who emphasized that critical thinking fosters deeper intellectual engagement and enhances the quality of written arguments Participants’ testimonies about improved analytical skills and argument clarity align with similar findings by Perkins and Salomon (1989), who reported that critical thinking instruction leads to enhanced cognitive skills and more effective problem-solving abilities

In contrast, some studies have pointed out the challenges in maintaining the improvements in critical thinking over the long term For example, Perkins and Salomon (1989) noted that while short-term gains in critical thinking are achievable, long-term retention and application require continuous practice and reinforcement My study did not track long-term retention, which is a limitation This highlights the need for future research to examine the sustainability of critical thinking improvements over time and to explore methods for reinforcing these skills to ensure long-lasting benefits

Overall, the intervention course resulted in significant improvements in learners’ critical thinking skills, consistent with theories and findings from previous research The similarities in enhanced mean scores and participant feedback with prior studies affirm the efficacy of such interventions However, the stable variability in scores and the challenge of sustaining long-term improvements indicate areas for further investigation to optimize and maintain critical thinking development

4.2.2 How do learners perceive the effectiveness of the task-based approach in

66 enhancing their critical thinking skills in IELTS academic writing?

The task-based approach to teaching critical thinking has resulted in notable improvements in IELTS learners’ critical thinking skills The mean score for critical thinking skills increased from 3.05 before the intervention to 3.50 after the intervention, indicating a significant enhancement This increase is consistent with findings from previous studies, such as those by Abrami et al (2008), which demonstrated that structured critical thinking interventions can effectively enhance cognitive skills

The high correlation (0.817) between pre- and post-intervention scores suggests that the improvement in critical thinking skills was consistent among participants This finding aligns with Ennis’s (1993) assertion that critical thinking skills can be reliably developed through systematic instruction The statistically significant difference in mean scores (p = 0.004) further supports the effectiveness of the task-based approach, corroborating similar findings by Facione (1990), who also observed significant gains in critical thinking skills following targeted educational interventions

In comparing the current study’s findings with previous research, we observed that the standard deviations for pre- (0.999) and post-intervention (1.000) scores remained relatively stable, indicating that the variability in participants’ critical thinking skills did not change markedly This contrasts with Halpern’s

(1998) study, which reported increased variability post-intervention, suggesting that some students benefitted more than others The stable variability in our study might be attributed to the uniform effectiveness of the task-based approach across all participants, or it might reflect differences in the intervention’s delivery, duration, or the specific population studied

Qualitative feedback from participants further elucidates the extent of improvement in critical thinking skills Participants consistently reported that the task-based approach facilitated deeper analysis, more rigorous information evaluation, and more coherent argument construction These insights are consistent

67 with the theoretical framework proposed by Paul and Elder (2006), who emphasized that critical thinking fosters deeper intellectual engagement and enhances the quality of written arguments Participants’ testimonials about improved analytical skills and argument clarity align with Perkins and Salomon’s (1989) findings, which highlighted the effectiveness of critical thinking instruction in enhancing cognitive skills and problem-solving abilities

However, while the task-based approach has proven effective in improving critical thinking skills, maintaining these improvements over the long term remains a challenge Perkins and Salomon (1989) noted that long-term retention and application of critical thinking skills require continuous practice and reinforcement

My study did not track long-term retention, highlighting a limitation that future research should address to determine the sustainability of critical thinking improvements

In conclusion, the task-based approach to teaching critical thinking has significantly improved IELTS learners’ critical thinking skills, as evidenced by increased mean scores and positive qualitative feedback These findings are consistent with previous research, affirming the efficacy of structured critical thinking interventions However, the stable variability in scores and the need for long-term retention strategies indicate areas for further investigation Overall, the task-based approach emerges as an effective method for enhancing critical thinking skills, providing learners with the cognitive tools necessary for academic success.

Chapter summary

The chapter provides a comprehensive examination of the study’s outcomes and their implications The investigation delved into the critical thinking skills of IELTS learners through the analysis of pre-intervention and post-intervention essays The findings revealed a noteworthy improvement in learners’ critical thinking abilities following the implementation of a proposed approach, particularly focused on enhancing IELTS writing skills The data, presented in detailed frequency tables, highlighted shifts from Proficient to Advanced levels across

68 various dimensions, including clarity, accuracy, relevance, depth, breadth, and logic The discussion interpreted these findings, emphasizing the positive impact of the intervention on learners’ capacity to present clear, precise arguments, maintain relevance, and engage in more comprehensive and nuanced analyses

CONCLUSION

Recapitulation

In revisiting the journey of this study, the fundamental aim was to explore the impact of integrating critical thinking skills development into IELTS writing instruction The pre-intervention and post-intervention essays provided a nuanced understanding of the students’ progress and the efficacy of the proposed approach

In the pre-intervention phase, the essays unveiled a diverse landscape of critical thinking skills among IELTS learners The distribution across Bloom’s Taxonomy levels indicated a balanced yet room for improvement, particularly in the Limited (L1) and Exceptional (L5) categories The post-intervention essays, however, exhibited a discernible shift, with an evident enhancement in the proficiency levels across various cognitive dimensions The substantial increase in the percentage of essays reaching the Advanced level reflects the positive influence of the intervention

The proposed approach, centered on systematic critical thinking skills development, proved instrumental in fostering notable progress Clarity in presenting positions and arguments improved, with 45% of post-intervention essays reaching the Advanced level Accuracy and Relevance also witnessed substantial

70 advancements, with 55% and 50% of essays achieving the Advanced level, respectively The Depth of analysis displayed remarkable growth, with an overwhelming 65% of essays reaching the Advanced level, showcasing a more thorough examination of topics

Drawing conclusive remarks on the effectiveness of incorporating critical thinking skills development into IELTS writing instruction, the evidence is compelling The nuanced progress observed, coupled with the comprehensive overview of the impact, attests to the transformative potential of the proposed approach The intervention not only addressed existing gaps but also elevated the critical thinking abilities of IELTS learners to an advanced level This study underscores the significance of integrating explicit critical thinking skills development strategies within the framework of IELTS writing instruction, fostering a more robust and nuanced approach to essay composition The findings provide a foundation for educators and course developers to consider the broader implications and potential adaptations in enhancing the critical thinking skills of IELTS learners.

Implications

The findings from this study carry several significant implications for students, teachers, and course designers in the realm of IELTS preparation and beyond These implications can inform pedagogical practices, enhance instructional strategies, and guide the development of effective curricula to foster critical thinking skills

For students, the results highlight the importance of engaging actively with critical thinking tasks The significant improvement in critical thinking skills post- intervention suggests that students should be encouraged to participate in activities that require deep analysis, evaluation, and synthesis of information Students can benefit from understanding that critical thinking is not just a skill to be developed for academic purposes but a lifelong tool for problem-solving and decision-making Incorporating critical thinking exercises in daily study routines can help students

71 become more adept at handling complex essay prompts and improve their overall performance in academic writing tasks Moreover, fostering a mindset that values critical analysis and reflective thinking can lead to better learning outcomes and a more profound understanding of the subject matter

Teachers play a pivotal role in cultivating an environment that promotes critical thinking The study’s findings suggest that educators should integrate task- based approaches that challenge students to think critically and analytically Teachers should design classroom activities that encourage students to dissect arguments, evaluate information from multiple perspectives, and construct well- supported responses Professional development programs focusing on critical thinking strategies can equip teachers with the necessary skills and methodologies to implement these approaches effectively Furthermore, teachers should provide continuous feedback, helping students refine their thinking processes and develop a more nuanced understanding of the topics they are studying By modeling critical thinking and providing opportunities for students to practice these skills, teachers can significantly enhance their students’ cognitive abilities and academic performance

The study underscores the need for course designers to embed critical thinking tasks systematically within the curriculum Courses should be structured to progressively develop students’ critical thinking skills, starting with basic analysis and gradually advancing to more complex evaluative and synthetic tasks Designing modules that incorporate real-world problems and scenarios can make the learning experience more relevant and engaging for students Additionally, assessments should be aligned with these objectives, measuring not just content knowledge but also the ability to think critically and solve problems Course designers should also consider incorporating collaborative tasks that encourage peer interaction and discussion, as these can further enhance critical thinking by exposing students to diverse viewpoints and fostering a deeper understanding of the material Integrating technology, such as online discussion forums and interactive simulations, can

72 provide additional platforms for students to practice and develop their critical thinking skills in a supportive and dynamic environment

At an institutional level, the findings suggest that educational policies should support the integration of critical thinking across the curriculum Institutions can develop policies that prioritize critical thinking as a core competency, ensuring that all students have the opportunity to develop these essential skills Investing in resources such as training for educators, curricular materials, and assessment tools can support the effective implementation of critical thinking initiatives Institutions should also encourage interdisciplinary approaches, recognizing that critical thinking skills are applicable across various fields of study and can be enriched through diverse academic experiences By fostering a culture that values and promotes critical thinking, institutions can better prepare students for the complexities of the modern world, equipping them with the cognitive tools needed for success in their academic and professional lives.

Limitations

Despite the significant findings and valuable insights generated by this study, several limitations must be acknowledged These limitations have implications for the interpretation of the results and provide directions for future research

One of the primary limitations of this study is the relatively small sample size of 20 participants While the results are statistically significant, the limited number of participants constrains the generalizability of the findings A larger sample size would have provided more robust data, increasing the confidence in the applicability of the results to a broader population of IELTS learners Future studies should aim to include a larger and more diverse sample to enhance the generalizability of the findings

The study was conducted over a relatively short period The intervention’s duration may not have been sufficient to observe the long-term effects of critical thinking instruction on participants’ skills While the immediate improvements in critical thinking skills are evident, the study did not assess whether these gains are

73 sustained over time Longitudinal studies that track participants’ critical thinking development over extended periods are needed to determine the long-term impact and retention of skills acquired through the intervention

The study primarily relied on self-reported measures and performance on IELTS tasks to assess critical thinking skills While these methods provide valuable insights, they may not capture the full complexity of critical thinking Self-reported measures are subject to bias, as participants may overestimate or underestimate their abilities Additionally, performance on specific tasks may not fully reflect overall critical thinking capabilities Incorporating a wider range of assessment tools, such as standardized critical thinking tests and qualitative analyses of participants’ reasoning processes, could provide a more comprehensive evaluation of critical thinking skills

The study focused specifically on critical thinking in the context of IELTS academic writing While this focus is relevant for IELTS preparation, it may limit the applicability of the findings to other domains of critical thinking Critical thinking is a broad construct that applies across various academic and real-world contexts Future research should explore the impact of critical thinking interventions in other areas, such as reading comprehension, problem-solving in STEM subjects, and decision-making in everyday life, to gain a more holistic understanding of its benefits

The study did not include a control group, which limits the ability to attribute the observed improvements in critical thinking solely to the intervention Without a control group, it is challenging to rule out other factors that may have contributed to the changes in participants’ skills, such as maturation or external influences Future studies should incorporate a control group to provide a more rigorous evaluation of the intervention’s effectiveness

The effectiveness of critical thinking instruction can vary based on the instructor’s expertise, teaching style, and familiarity with critical thinking pedagogy The study did not account for potential variability in instructor

74 effectiveness, which could have influenced the results Future research should consider the role of instructor training and consistency in delivering critical thinking instruction to ensure more reliable and comparable outcomes.

Suggestions for further studies

While this study provides valuable insights, there remain avenues for further exploration Future research endeavors could delve into the longitudinal effects of critical thinking instruction, tracking learners’ progress over an extended period Additionally, comparative studies across different language proficiency levels or cultural contexts could offer a more comprehensive understanding of the generalizability of the proposed approach Exploring the integration of technology and multimedia resources for critical thinking development within the IELTS context could also be a promising avenue for future investigations

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Thank you for participating in this study Please respond to the following statements by selecting the most appropriate rating on a five-point scale, where: 1 Strongly disagree; 2 Disagree; 3 Neutral; 4 Agree; and 5 Strongly Agree

Gender [ ] Male [ ] Female [ ] Prefer not to say

Section 2: Perceived impact of critical thinking integration

1 The integration of critical thinking activities significantly improved my ability to analyze information in IELTS academic writing

2 Participating in critical thinking activities has positively influenced my approach to evaluating arguments in my writing

3 I feel more confident in constructing persuasive arguments after engaging with critical thinking-focused instruction in

4 Critical thinking activities have enhanced my capacity to approach complex topics with greater depth in my essays

5 I believe that the incorporation of critical thinking skills has positively impacted my overall performance in IELTS writing

Section 3: Effectiveness of critical thinking integration

1 The instructional materials provided for critical thinking integration were instrumental in developing my critical thinking skills

2 I can observe a tangible improvement in my IELTS writing performance as a result of engaging with critical thinking activities

3 The critical thinking-focused instruction has positively influenced the coherence and organization of my IELTS academic writing

4 I find that critical thinking activities have improved my

Statement 1 2 3 4 5 ability to present well-structured and logically connected arguments in my essays

5 The integration of critical thinking has positively contributed to the overall effectiveness of my IELTS academic writing

Section 4: Overall satisfaction and feedback

1 Overall, I am satisfied with the impact of critical thinking- focused IELTS academic writing instruction on my skills

2 I believe that critical thinking activities should be a standard part of IELTS academic writing preparation

3 The critical thinking-focused approach has positively transformed my perspective on the importance of critical thinking in academic writing

4 I would recommend the integration of critical thinking skills to fellow IELTS candidates based on my experience

5 Engaging with critical thinking activities has provided me with valuable insights into enhancing specific aspects of my IELTS academic writing

Thank you for completing the questionnaire Your feedback is crucial for enhancing the understanding of critical thinking development in the context of IELTS academic writing

Demographic Factor Detail Percentage Quantity

0, 0% 2, 10% 4, 20% 7, 35% 7, 35% No significant variation; higher in IELTS 6.0 and 7.0

IELTS 6.0 Critical Thinking as a Standard

Mean N Std Deviation Std Error Mean

Pair 1 Pre-intervention & Post- intervention

Confidence Interval of the Difference t df Sig

Lower Upper Pair 1 Pre-intervention -

1 How has integrating critical thinking activities into your IELTS academic writing influenced your approach to constructing arguments and addressing essay prompts?

2 How do you believe the emphasis on critical thinking in IELTS Task 2 writing has impacted your ability to evaluate information, analyze perspectives, and present a well-reasoned argument within the test’s time constraints?

3 Can you share specific examples from your IELTS Task 2 essays where you believe your critical thinking skills played a crucial role in shaping the depth and effectiveness of your response?

4 How do you think the integration of critical thinking elements has influenced the overall quality and coherence of your IELTS academic writing? Are there specific aspects that stand out in terms of improvement?

5 In your experience, has the critical thinking-focused approach enhanced your preparedness for addressing various IELTS essay prompts, including those dealing with complex contemporary issues or academic topics? If so, can you provide specific instances where this preparation was evident in your writing?

Question 1 Question 2 Question 3 Question 4 Question 5

Integrating critical thinking activities into my IELTS academic writing has transformed how I approach constructing arguments I now focus on dissecting essay prompts, identifying key elements, and developing a more structured and logical response

The emphasis on critical thinking in IELTS Task 2 writing has significantly improved my ability to evaluate information swiftly I can now analyze different perspectives efficiently, allowing me to craft a well- reasoned argument within the time constraints of the test

In one of my Task 2 essays about technology’s impact on society, critical thinking helped me delve deeper into the complexities I critically analyzed positive and negative aspects, providing a more nuanced view that enhanced the depth of my response

The integration of critical thinking elements has enhanced the overall quality and coherence of my IELTS academic writing My essays now exhibit clearer structure, with arguments logically connected, resulting in a more cohesive and effective presentation

The critical thinking- focused approach has significantly enhanced my preparedness for addressing various IELTS essay prompts For instance, when faced with a prompt on environmental issues, I applied critical thinking to consider multiple perspectives, resulting in a more comprehensive and well- rounded response

Integrating critical thinking activities has made me more methodical in constructing arguments I now approach essay prompts by first analyzing the underlying concepts, ensuring that my responses are well- grounded and logically presented

Critical thinking has made a remarkable impact on my ability to evaluate information in IELTS Task 2 writing I can swiftly assess perspectives, discern relevant details, and craft a well- reasoned argument within the given time constraints

In a Task 2 essay about globalization, critical thinking allowed me to delve into the economic, social, and cultural dimensions

This multifaceted analysis significantly elevated the depth and effectiveness of my response

The integration of critical thinking elements has notably improved the quality and coherence of my IELTS academic writing My essays now exhibit a more organized structure, with arguments flowing logically and supporting evidence seamlessly integrated

The critical thinking- focused approach has indeed enhanced my preparedness for diverse IELTS essay prompts When confronted with a prompt regarding technological advancements,

I applied critical thinking to explore ethical implications, resulting in a more comprehensive and thoughtful essay

I3 Integrating Critical In a Task 2 The integration The critical

Question 1 Question 2 Question 3 Question 4 Question 5 critical thinking activities has shifted my approach to constructing arguments in

IELTS academic writing I now focus on dissecting essay prompts, identifying underlying assumptions, and presenting a more nuanced and well- supported perspective thinking in IELTS Task 2 writing has honed my ability to evaluate information effectively I can analyze perspectives, identify key components, and present a well-reasoned argument within the time constraints of the test essay about the impact of social media, critical thinking played a crucial role I critically assessed various viewpoints, considered implications, and crafted a response that showcased the depth and effectiveness of my analytical skills of critical thinking elements has significantly improved the overall quality and coherence of my IELTS academic writing My essays now exhibit clearer structure, with arguments logically connected, resulting in a more coherent and impactful presentation thinking- focused approach has markedly enhanced my preparedness for addressing various IELTS essay prompts For example, when tasked with writing about the influence of artificial intelligence, critical thinking allowed me to delve into ethical considerations, enriching the depth of my response

Integrating critical thinking activities has refined my approach to constructing arguments in

IELTS academic writing I now meticulously analyze essay prompts, identifying key components and ensuring a more structured and well- supported response

Critical thinking in IELTS Task 2 writing has sharpened my ability to evaluate information efficiently I can analyze perspectives, discern relevant details, and present a well- reasoned argument within the challenging time constraints of the test