Developing critical thinking skills to teach writing skills for the third year English majors at Hung Yen University of Technology and Education

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EVWDFWItislogicaltobelievethatabetterthinkerwhohasgreatercontroloverthe thinkingprocessislikelytogetmorebenetsinhis/herlife.Forstudentsoflanguageingeneral andofEnglishlanguageinparticular,beingabletothinkcriticallyiscrucialindeveloping language prociency and communicative ability, which helps not only produce good argumentativewritingbutalsojoinadebatablespeech.Inspiredbytheabovebenets,thisstudy aimstoassessstudents’manifestationofcriticalthinkingthrough21argumentativewritings on both familiar and unfamiliar topics. The writings were carried out under time pressure duringclasshoursbythethird-yearEnglishmajorsofclass113213atHungYenUniversityof TechnologyandEducation(UTEHY).BycombiningthemodelproposedbyStapleton(2001)and Ennis-Weir’ssetofcriteriaintheinvestigationquantitativelyandqualitatively,theresearcher coulddeterminewhethercontentfamiliarityplaysaroleincriticalthinking.Theresultsnot onlyprovidetheanswertothisinquirybutalsoshowacertaingraspofcriticalthinkinginthe students’writings.Accordingtothis,studentsneedmoretraininginbothwritingandreasoning skillstoavoidfallingintoinconsistencyandaslipperyslope;besides,students’familiaritywith acertaintopicsignicantlycontributestothequalityoftheirarguments.Basedonsuchresults, someimplicationsandsuggestionsforbothlearnersandteachersarepresented.

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1.To whatextent do the third-year EFL students at UTEHY display critical thinkingintheirargumentativeessays?

2. To what extent does familiarity aect the quality of critical thinking in thosestudents’writings?

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