VIETNAM NATIONAL UNIVERSTTY-HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES ENGLISH-MAJORED STUDENTS' PERCEPTIONS AND PRACTICES OF CRITICAL THINKING IN ACADEMIC WRITING: A STUDY AT A UNIVERSITY IN VIETNAM (Mite độ nhận thức và kha nang thực hành tư duy phan biện của sinh viên chuyên Anh trong kỹ năng viết học thuật: Nghién cứu tại một trường Dai học Việt Nam) Major: English Language Teaching Methodology Code: 9140231.01 DOCTORAL THESIS: ENGLISH LANGUAGE TEACHING METHODOLOGY HA NOI, 2024 VIETNAM NATIONAL UNIVERSITY-HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES MAI THI HIEN ENGLISH-MAJORED STUDENTS' PERCEPTIONS AND PRACTICES OF CRITICAL THINKING IN ACADEMIC WRITING: A STUDY AT A UNIVERSITY IN VIETNAM (Mức độ nhận thức va khá năng thực hành tư duy phan biện cia sinh viên chuyên Anh trong kỹ nang viêt học thuật: Nghiên cứu tại một trường Đại học Việt Nam) Major: English Language Teaching Methodology Code: 9140231.01 DOCTORAL THESIS: ENGLISH LANGUAGE TEACHING METHODOLOGY Supervisors 1: Assoc. Nguyén Thi Mai Huong HA NOI, 2024 THESIS DECLARATION I certify that this is completely my own work, which has been done after registering for a PhD degree at the University of Languages and International Studies under Vietnam National University, Hanoi. The work has not been previously submitted, in whole or in part, in any previous application for a degree. Signature of the candidate: Date:.
/2024 Mai Thị Hiền 11 ACKNOWLEDGMENTS To commence, I wish to express my heartfelt appreciation to the esteemed professors and educators at the Faculty of Graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi. Their meticulous organization of courses and provision of invaluable knowledge have been indispensable in fostering the expansion of my intellectual horizons, nurturing my research skills, facilitating the successful completion of my thesis, and advancing my pursuit of scientific research. I extend my profound gratitude to the esteemed members of the Thesis Examination Board at all academic levels. Their erudite comments, comprehensive reviews, and expert guidance have not only significantly influenced the quality of my scholarly work but have also instilled in me the requisite confidence and unwavering commitment to see this thesis to its successful conclusion.
Finally, I wish to convey my utmost appreciation to Associate Professor Dr. Nguyén Thi Mai Huong and Dr. Huynh Anh Tuan for their pivotal roles and expert mentorship throughout the entire research journey, commencing from the initial proposal and culminating in the final report. I would also like to express my profound gratitude to my closest confidants and my family for their unwavering and steadfast support.
Without their unwavering encouragement and backing, my academic journey would not have culminated in the successful achievement of its objectives. IV TABLE OF CONTENTS THESIS DECLARATION. e cence cence HH» nh nh kh nh ng 11. 1X LIST OF ABBREVIA TIONS.
LH HH HH HT nghệ Xx LIST OF TABLES 110115775. X LIST OF FIGURES.- HH HH ng TT HH HH gi, XI CHAPTER 1.1 Rationale of the Study. - G02 22113211351 11 11111118111 111811 81 g1 HH ng ng ng 1 1.2 Aims and objectives of the Study. HH ng ng kt 2 1.4 Significance of the sÍudÌy.
TH TH ng TH HH HH HH 3 I0) 08/02/0000) 0 2n.7 Structure of the theSÏS.- - - -G- LH HH ng HH gu ng HH nh 5 CHAPTER 2 LITERATURE REVIEW .- - --- LH HH HH HH HH re 7 VU.3 Critical thinking-Academic writing inferÍaCe.1 Critical thinking as argumentation in acadeMic WTIfITE.2 Critical thinking as Cognitive processes iN WTIẨIT.3 Critical thinking dispositions, attitudes and epistemological development.4 Previous studies of critical thinking in academic wrifing.1 Main themes from the previous Studies .-- 5 <5 1v vn ng net 4I 2. Research non hố .5 Theoretical framework for the study. - --- Gà HH ng HH nhiệt 46 2.6 Definition of Key terms 11. Perceptions of critical thinking in academic WYiting.
Practices of critical thinking in academic WYitiNg. SG HT HH TH HT TH HH ng nh 52 K8.- -- - HH HH HH TH HH HH Họ hp 54 3.1 Researcher’s philosophical Worldview. c9 HH HH ng dư nưy 54 3.2 Survey research ([€SIØTI. 1911 TH HH HH rt 55 KXSN'C 0n 178.4 The research participants and sampling strategies .1 Research participants sampling for the questionnaire SUTV€Y.2 Research participant sampling for open-ended question survey and writing samples61 3.5 Data collection ỉnsfrum€TifS.-- - c1 ng ng TH nh nh ng 63 3.2 Open-ended question SUTV©V.-- óc 1 1191191119111 1111 HH HH TH HH Hà 69 K9) ) 0u.1 Quantitative data COÏÏŒCfIOII.2 Qualitative data 8x90 cai 0n.8 Triangulation of qualitative and quantitative resuÌÏfS.9 Reliability and validity.
---- Ác HH HH HH HH HH Hệ 78 3. DATA ANALYSIS AND RESULTS .1 Analysis of perceptions regarding critical thinking's key features in academic writing through a closed-ended questionnaire .1 Cronbach's alpha reliability anaÏyS1S. SH HH gi, 82 4.2 KMO test and Bartlett test for variables .- --- 5 + xxx vn ng ni, 84 4.3 EFA exploratory factor analysis .4 Element categorization and normencÏfLITE.5 Descriptive statistics Of QTOUPS .6 Summary of quantitative data analysis .-- --- 5 + 113k HT HH ni, 94 4.2 Analysis of perceptions of approaches to critical thinking in academic writing via Open-ended QuestiONNaixre. HH HH Hệ 95 4.1 Logical reasoning and argumentation approaches.2 Analysis and evaluation skill approaches .4 Intellectual openness and self-reflection approaches.- --- ---+-+++s<+sx++ec+ecs+ 110 4.5 Creative synthesis and self-confidence approaches.6 Summary of analysis of data from open-ended question SurVey.3 Analysis of critical thinking practices from writing samples .1 Logical reasoning and argumentation 1n PractiCe .2 Analysis and evaluation skills 1n DTACIC€.
Personal motivation 1n DTACIC€.4 Intellectual openness and self-reflection InDFACfIC€.5 Creative synthesis and self-confidence in practice .6 Summary of data analysis from Writing D4€TS. HH HH HH HH ng rệt 146 5.1 The most important features of critical thinking in academic writing. Connecting theoretical framework to the ranking of features of critical thinking. Connecting theoretical framework to the omission of writer's VOICE .2 Perceptions of critical thinking approaches in academic writing .- c1 TH TH HH HH cờ 157 5.
Challenges and SfTaf€/Ø1€S.-- c1 HH HH HH HH rưy 162 VI 5.3 Systematic COh€T€TICG.4 Assessment and enhancement. cece -- -¿- 6 S4 5 11191 E1 1 121 1 HT ng tr 168 5.- <5 11 HH TH HH Họ tườ 174 5.3 Practices of critical thinking in academic wrifing.1 Demand for coherence in synthesizing diverse Ïdeas.- ee 5555 <++<c+sc<se 179 5.2 Weaving perspectives from diverse VI€WDOITIS .3 Enhancement of persuasive argument CO'SfTUCfIOH.4 Challenges in balancing innovation and Structure .5 Engagement of personal TmOfIVAfIOTI.6 Striving for balanced analysis through intellectual openness.7 Unveiling biases and assumptions through reflective 1nsigh(.8 Continual self-confidence JOUTTI€V.9 Areas for iMproveMent nh.4 Matches and mismatches: from perceptions to practices .1 Participants’ perceptions and application of logical reasoning and argumentation .2 Participants’ perceptions and application of analysis and evaluation skills.3 Participants’ perceptions and application of personal motivation.4 Participants’ perceptions and application of Intellectual openness and self-reflection —.5 Participants' perceptions and application of creative synthesis and self-confidence 199 Sa .- HH HH HH ng Hư 204 8//P100ả81)2:)0).1 English-majored students”perceptions of the most important features of critical thinking In acadeTmIC WIItING .- c1 11911911111 HH HH HH rưy 206 6.2 English-majored students’perceptions of approaches to critical thinking in academic 5i sai.3 English-majored students”practices of critical thinking in academic writing.2 Implications from the Study .1 Significance of analysis and evaluation SKiII$ .2 Encouragement of personal motivation and self-evaluafion.3 Integration of diverse PersPpectiVes .- HT TT HH ng HH 214 6.4 Language and expression difficulty resOÏUfIOT.- s5 scs*s+ vs seeeseesesrse 216 519i.6 Challenge and uncertainty T€SOÏUfIOTI.3 Limitations of the Stud y.4 Main contributions of the Study .- ¿- + + 5< 6 1 31251 1 E1 1131 1 H1 1T Hà HT HH ng 225 6.- - s1 HH HH ngư 228 6.- -- c1 921 112111118 111 101 911 111g HH HH rưy 229 LIST OF PUBLICA TIONS. HH HH HH TH nh TH TH I REEERENCES. HH HH HT TH HT TH TH TH Hà TH TH Hàn HT H APPENDICES Ẻ0ẺẼẺẼẺ8 hố.
Research framework and research methods.- --«-««++s<++es+++ XXII Appendix B.- -- 5 + E1 2119101 91151191 1 01 0v ng Hưng ngư XXII Appendix C. Open-ended question SUIVEY .cccesceseceteceseceeceseceseeeseeeseeeseeeseeeeeeaeee XXV Appendix D. Checklist to evaluate CT in students’ eSsayS. -- 5 sec s2 XXVI Appendix E.:ccccccsesssesssceseeesseeseeesceesceeeecseeseaeeeneceaeceaeceaeceaeeeaeens XXVIII Appendix F.
Sylabus of the writing COUTS€.- --- 5 2+ 3 St 2x2 re re XXIX Appendix G. Data from the qU€SfIOT'ITAIT©.-- 5 5 1251193182189 93 E91 1v ng ng ng L Appendix H. Data from open-ended question SUTV€V. 5 5 +5 SE +skseeseereeeees LIX Appendix I.- --- 5 s11 HH HH ngànLXXXIV Vili ABSTRACT Critical thinking in academic writing is not only an important aspect but also the core of success.
By engaging with 239 English major students at a university in Vietnam, this study is not just an adventurous exploration into the world of academic writing; it is also a journey to discover the crucial role of critical thinking in crafting persuasive essays. It employed a survey approach, incorporating questionnaires, and writing sample analysis. The primary objectives were to understand how English- majored students perceive and apply critical thinking in their writing and to identify any challenges they face. The findings revealed five key themes related to critical thinking in academic writing: Logical Reasoning and Argumentation, Analysis and Evaluation Skills, Personal Motivation, Intellectual Openness and Self-Reflection, and Self-Confidence and Creative Synthesis.
Participants demonstrated systematic analysis, structured argument construction, and the ability to integrate diverse perspectives, even engaging with counterarguments. Challenges included effective expression in English, vocabulary limitations, coherence maintenance, logical consistency, and creativity. The study's significance lies in its contributions to both theory and practice. These findings have practical implications for designing effective interventions and supporting students in areas where they face challenges.
Pedagogically, the research provides valuable guidance for educators, offering an encompassing framework for improving critical thinking skills in academic writing. It encourages the use of self-regulated learning strategies and supports interventions to promote intellectual curiosity and enhance logical reasoning. The identified components of critical thinking provide a framework for curriculum development and instructional approaches, highlighting the importance of analysis and evaluation skills, personal motivation, self-evaluation, intellectual openness, self-reflection, self-confidence, and logical reasoning in critical thinking. 1X LIST OF ABBREVIATIONS Cc Criteria CT Critical thinking EFA Exploratory factor analysis EFL English as a foreign language KMO Kaiser-Meyer-Olkin SIG Significance SUM Summary I Item Q Question LIST OF TABLES Table 2.
Previous studies on CT in academic WrItIng.2 Item-Total Statistics .-- 250 222 tt 2 HH Hee 83 Table 4. KMO and Bartlett's Test. Total Variance ExplÏained.------:-2-s+s22xxt222 tt 85 Table 4.Rotated Component Matrix. Grouping themes oc.
Descriptive statistics Of STOUPS .ececstecsssssessssstessessnescessseesecsnnneseessnneseesnneseennneess 91 LIST OF FIGURES Figure 2.The critical thinking movement (Davies and Barnett, 2015) .Connecting academic writing and critical thinking.Toulmin’s argument pattern (Simon, 2008) .Beardley-Freeman model of argument patterns .Scheme for representing written arguments (Kaufer & Geisler, 1991) .Different cognitive process categories (based on Anderson et al.Writer’s position in a model of CT in academic wrIfIng.A framework for understanding CT in academic writing .Survey research procedure for the Study .- --s«c+«c+sc+sssessee 56 Figure 4.1 Illustration of serial pattern-based arguments in participants’ essays .Summary of quantitative results .- 6 + + xi ri 147 Figure 5.Perceptions of critical thinking approaches in academic writing.Practices of critical thinking in academic writing.English-majored students ‘critical thinking in academic writing. INTRODUCTION This chapter lays the groundwork for a thorough investigation of CT in the context of English academic writing among Vietnamese students majoring in English. The researcher, who was both an English teacher and a Ph. student, saw a substantial knowledge gap in students’ grasp of CT, which prompted an in-depth examination.
The chapter also summarises the study's aims and objectives, emphasises its significance, describes the research process, defines essential words, and gives a six- chapter structural outline.