VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES --- --- HỒ XUÂN HƯNG PROMOTING CRITICAL THINKING SKILLS OF LEARNERS THROUGH IELTS ACADEMIC WRITING TASK-BASED APPROACH - AN ACTION RESEARCH PROJECT Nghiên cứu hành động về việc phát triển kỹ năng tư duy phản biện của người học thông qua bài viết học thuật IELTS M.A MINOR PROGRAMME THESIS Field: English Language Teaching Methodology Code: 8142031.01 Hanoi, 2024 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES --- --- HỒ XUÂN HƯNG PROMOTING CRITICAL THINKING SKILLS OF LEARNERS THROUGH IELTS ACADEMIC WRITING TASK-BASED APPROACH - AN ACTION RESEARCH PROJECT Nghiên cứu hành động về việc phát triển kỹ năng tư duy phản biện của người học thông qua bài viết học thuật IELTS M.A MINOR PROGRAMME THESIS Field: English Language Teaching Methodology Code: 8142031. Huynh Anh Tuan Hanoi, 2024 DECLARATION BY AUTHOR I hereby declare that the thesis entitled ―PROMOTING CRITICAL THINKING SKILLS OF LEARNERS THROUGH IELTS ACADEMIC WRITING TASK-BASED APPROACH – AN ACTION RESEARCH PROJECT‖ is the result of my own research for the Degree of Master of Arts in English Teaching Methodology. This study contains no material previously published or written by another person. I also commit that this thesis has not been submitted anywhere for any purpose Author’s Signature Hồ Xuân Hưng Approved by SUPERVISOR Dr.
Huynh Anh Tuan Date………………………………… i ACKNOWLEDGEMENTS On the journey of conducting the thesis, I owe profound indebtedness to many people for their meaningful help. First and foremost, I would like to express my deepest gratitude to my supervisor Huynh Anh Tuan for his meticulous guidance, enthusiastic support, critical feedback for the completion of the study. I am also grateful to The Post-Graduate staff of the University of Languages and International Studies, Vietnam National University, Hanoi for providing me insightful lessons about how to conduct a research project, which enlightens my research path I would also like to express my thankfulness to all my students for their help in completing the questionnaire, interview and writting assigned essays when I collected the data for this thesis. Without their help, this study could not have been completed.
Last, but not least, I am profoundly indebted to my family and friends for their constant source of support and encouragement. ii ABSTRACT This research investigates the integration of critical thinking into IELTS academic writing instruction and its impact on participants’ critical thinking skills. Following a comprehensive framework that incorporates Bloom’s Taxonomy (2001) and Paul and Elder’s (2006) Critical Thinking elements, the study encompasses three phases: Planning, Acting, and Observing-Reflecting. The research hypotheses posit significant enhancements in participants’ critical thinking abilities, aligning with proficiency level advancements.
The study utilizes pre- and post-implementation assessments, including surveys and analysis of participants’ IELTS essays. The findings reveal improved critical thinking skills, increased integration of critical thinking elements in writing, and a positive correlation between critical thinking skills and IELTS writing performance. Additionally, the study aims to identify effective pedagogical approaches and provide insights into gaps in current IELTS academic writing preparation. The most important implication of this study is its potential to significantly enhance the critical thinking skills of IELTS candidates, thereby improving their overall writing performance.
By integrating critical thinking frameworks into IELTS academic writing instruction, educators can foster more analytical and reflective learners, ultimately leading to better academic and professional outcomes. Keywords: Critical thinking, IELTS academic writing, formative assessment, assessment criteria iii TABLE OF CONTENT DECLARATION BY AUTHOR. iii LIST OF ABRREVIATIONS. vii LIST OF TABLES.
viii LIST OF FIGURES. Rationale of the study. Aim and objectives of the study. Significance of the study.
Scope of the study. Structure of the thesis. The concept of critical thinking. Defining critical thinking.
The criteria of critical thinking. The role of critical thinking in academic success. IELTS Task 2 writing and its role in promoting critical thinking. Overview of IELTS academic writing Task 2.
Assessment and encouragement of critical thinking skills in IELTS academic writing……………………………………………………………………………. Task-based approach in IELTS writing teaching .Principles and characteristics .Procedure for conducting task-based learning .TBL in IELTS writing to enhance critical thinking. Critical thinking objectives .Conceptual framework of the study. Previous research on critical thinking in IELTS academic writing.
An overview of relevant studies. Data collection instruments. Participants’ written works. Data analysis procedures.
Analysis of pre-implementation essays. Post-implementation assessment. Integration of quantitative and qualitative findings. Participant feedback analysis.
FINDINGS AND DISCUSSION. Changes in learners’ critical thinking skills after implementing the intervention course. Level of students’ improvement. What are the changes in learners’ critical thinking skills after implementing the intervention course?.
How do learners perceive the effectiveness of the task-based approach in enhancing their critical thinking skills in IELTS academic writing?. Suggestions for further studies. I vi LIST OF ABRREVIATIONS IELTS : International English Language Testing System TBL: Task-based language vii LIST OF TABLES Table 4. Summary of pre-intervention essay analysis.
Summary of post-intervention essay analysis .52 viii LIST OF FIGURES Figure 2.Criteria of critical thinking (Extracted from Paul and Elder’s (2006) critical thinking framework). Bloom’s Taxonomy model (Anderson, et at, 2001). Kemmis and McTaggart’s (1988) action research model. Error! Bookmark not defined.
Current IELTS writing scores. Critical thinking variables. Overall levels of pre-intervention essays. Bloom’s Taxonomy levels of pre-intervention essay.
Paul and Elder’s Elements of pre-intervention essays. Overall levels of post-intervention essays. Bloom’s Taxonomy levels of post-intervention essays. Paul and Elder’s Elements of post-intervention essays.
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 1 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. 2 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 3 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? 1. 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.