CHI-AN TUNG (FENG CHIA UNIVERSITY )

TO SEE, THINK, AND WRITE BETTER: ADOPTING VISIBLE THINKING ROUTINES TO PROMOTE CRITIAL THINKING AND WRITING IN THE EFL WRITING CLASS : METHODOLOGIES AND TEACHING APPROACHES

Critical thinking is crucial for assisting EFL writers in developing, clarifying, and elaborating ideas throughout the complex process of writing. However, developing critical thinking skills in an EFL writing class has been reported as challenging, as novice writers often struggle with language accuracy and expressing meaning, while paying scant attention to the depth and logic of content. Therefore, this mixed-method study aimed to employ the Visible Thinking routines proposed by Harvard’s Project Zero to facilitate the development of critical thinking in the writing class. The participants comprised thirteen 2nd-year English majors from a private university in Taiwan. Four qualitative and four quantitative instruments were employed for data collection, with MAXQDA and SPSS utilized for data analysis. The results indicated significant improvement in students' writing, particularly in terms of content, organization, and readability. Regarding critical thinking assessment, based on Paul & Elder's (2006) model, students’ writing showed significant improvement in clarity and depth. Qualitative data revealed that the Visible Thinking routine 'Generate-Sort-Connect-Elaboration' (GSCE) was particularly effective in enhancing students’ thinking and writing skills in expository essay writing. Furthermore, the findings showed that students’ concerns regarding writing were alleviated, their awareness of readers’ expectations was heightened, and they were more capable of tackling their writing problems. The study presents pedagogical implications regarding the implementation of thinking routines such as GSCE in the EFL writing class, along with suggestions for future research.

I am currently teaching at the Foreign Language Center of Feng Chia University in Taiwan, where I have dedicated over 20 years to teaching English writing. Throughout my career, I have found immense joy in helping EFL writers overcome challenges from cognitive, affective, and social perspectives. My research focuses on critical thinking, collaborative writing, learner autonomy, and L2 motivation.