The Impact of Critical Thinking Disposition on University Students’ English Writing Proficiency

Abstract:

Introduction: Writing is a crucial component of the English as a Foreign Language (EFL) curriculum, posing significant challenges to English learners. This study investigates the potential influence of Critical Thinking Disposition (CTD) on English Writing Proficiency (EWP) among university students, aiming to ensure sustainable improvement in EWP. Methods: The study was conducted at a Chinese Normal University, involving 356 sophomore English majors. A mixed-method research design was employed, starting with the administration of the Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV) to assess students’ CTD levels. The Test for English Major Band 4 (TEM4) writing tasks were used to evaluate EWP. Following this, semi-structured interviews were conducted with eight students—four with the highest CTD scores and four with the lowest—to explore their challenges and suggestions for improving EWP. Results: The analysis revealed a positive correlation between CTD and EWP. Students with higher CTD scores demonstrated better writing proficiency in the TEM4 assessments. The qualitative data from the interviews highlighted that students with higher CTD were better at organizing their thoughts and articulating their ideas in writing. Conversely, those with lower CTD scores faced more significant challenges in these areas. Discussion: The findings suggest that enhancing CTD can lead to improved EWP among EFL learners. The interviewed students recommended more student-centered teaching activities that focus on developing critical thinking skills in writing lectures. Conclusion: This study underscores the importance of integrating CTD into EFL writing instruction. Lecturers are encouraged to adopt teaching strategies that promote critical thinking to facilitate better writing outcomes for students. Further research is needed to explore effective methods for embedding CTD in various aspects of EFL education.

Keywords:

Critical Thinking Disposition; Critical Thinking; English Writing Proficiency; Mixed-method Research Design; Challenges and Suggestions.

Citation: Tian Jie and Ng Soo Boon (2024). The Impact of Critical Thinking Disposition on University Students’ English Writing Proficiency. Horizon J. Hum. Soc. Sci. Res. 6 (1), 34–43. https://doi.org/10.37534/bp.jhssr.2024.v6.n1.id1238.p34