Publication: The Effect Of Blended Learning And Critical Thinking On Tertiary Efl Argumentative Writing In China
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Date
2024-10
Authors
Wang, Yuling
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Abstract
With the rapid development of information and communications technology (ict), the blended learning method is widespread in english-as-a-foreign-language (efl) instruction. It is viable for tertiary english instructors to utilise online platforms like wechat and pigai.Org to integrate face-to-face instruction, online learning, and critical thinking training to improve efl argumentative writing. As no single standard for blending exists, more research reports on blended learning cases are needed. This study aims to examine the effect of blended learning and critical thinking on efl students’ performance in argumentative writing, and the factors that influence students’ argumentative writing performance in a blended learning environment were explored in the current study. This study used a mixed research method on 66 firstyear undergraduates majoring in english at a university in chongqing, china. These participants were from two intact classes randomly assigned to the control (n=33) and experimental (n=33) groups. The data on critical thinking skills and writing performance were measured by argumentative writing pre- and post-tests, and the data on influencing factors were measured through questionnaires and semi-structured interviews.