The effects of implicit CT training on EFL learners’ L2 writing performance

Abstract

This paper investigates the influence of critical thinking (CT) training on the development of second language (L2) writing skill of EFL learners. For the study, the researchers employed an infusion approach to CT training with an effort to teach CT implicitly and compared its influence with a no-CT training condition. Though explicit CT instructions have been investigated by previous studies, no study has employed an implicit approach to CT in L2 writing through one-to-one feedback sessions. The participants were B1+ EFL learners (n=12) enrolled in the preparatory program of an EMI state university in Türkiye. The results indicated no significant difference in the CT integration into L2 writing performance of the participants in the experimental group. Yet, the interviews conducted with the experimental group participants indicated a higher awareness of the concept of CT in L2 writing for these participants in comparison to their peers from the control group. Thus, this paper suggests that though CT treatment given to EFL learners yield positive results in rising EFL learners’ awareness of CT concept in L2 writing, longer-term instructional methods that give explicit training on CT are needed for helping learners to internalize and apply CT in their L2 writing.