Writing Behaviors and Critical Thinking Styles: The Case of Blended Learning

Abstract

The advent in technology has shown that the individual differences and cognitive styles influence the way the process of writing transpires . Setting up the quasi-experimental study, the researchers sought to explore the writing behaviors of EFL learners in a blended learning environment in the light of critical thinking styles. To this end, 30 advanced language students took part in the four weeks experiment of this study. They were asked to write texts based on the provided information presented by the online module, designed by the researchers. Watson-Glaser Critical Thinking Appraisal (CTA) was used to measure the students’ critical thinking ability. The detailed basis to describe the writing and learning processes from different perspectives was created through using input log program. The results of data analysis indicated a significant and positive correlation between different sections of CTA (inference, interpretation and evaluation) and online module (theory, practice and case). The best predictors for the pausing, revision and switching behavior of the participants were found to be interpretation, evaluation of arguments, and interpretation, respectively. The findings of the present study necessitate an understanding of different factors which play significant roles in the learning process. Therefore, teachers as well as teacher educators need to develop their awareness of the fact that learners have various thinking abilities which consequently affects the way they approach different learning tasks.