in an Argumentative Essay

210 Pages·2016·1.28 MB·Arabic

Sudan University of
Science and Technology
College of Graduate Studies
Education Department
Argumentative Essay in Developing
Critical Thinking
دقانلا ايكفتلا اريوطتل اىلدجلا الاقالا
A Case Study: Third Year University Students,
Education College, Sudan University of Science
and Technology
A Dissertation Submitted for the Fulfillment
of the Requirements for the Degree of
Doctorate of Philosophy in Applied
Linguistics
By:
Mohammed Elsawi Elsafi Ibrahim
Main Supervisor: Co-
supervisor
1
Dr: Ishraga Bashir Mohammed Elhassan Dr: Nada
Sid Ahmed Eljack
2016
Dedication
To My beloved
Parents
My Brothers And
Sisters
To All Family And
Friends
2
Acknowledgements
My deep and profound thanks and gratefulness are
due to ALLAH the Almighty who bestowed me with
patience, perseverance and the means to make this study.
Thanks go to Him for all his endless blessings and favours.
Innumerable people have helped me directly or indirectly,
without their support, this study could have never come to
the light. First of all, my eternal gratitude and sincerest
appreciation are due to Dr. Ishraga Bashir Mohammed
Elhassan - the main supervisor - for her invaluable
guidance, great support and encouragement. Dr Ishraga
through out this study provided extraordinary
understanding, endless continues help and guidance
morally and academically and her insightful comments
and patience which she revealed in dealing with the many
difficult parts throughout the stages of this study.
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I am enourmously indebted to Dr. Nada Sid Ahmed
Eljack - the co-supervisor - for her insightful comments,
tremendous encouragement and continuous support and
advice throughout the stages of doing this research. I
would like to express my sincere gratitude to Dr. Tag Elsir
Bashoum a distinguished and knowledgeable scholar in
the field of languge teaching for piloting, also my thanks
are due to Dr. Hassan Mahil , Mr. Muntasir Hassan and Dr.
Inas Mohammed Abdelrahman from the Department of
English Language Language – Sudan University of Science
and Technology for their insightful comments, unfailing
guidance, and valuable suggestions and advice.
List of Contents
Pag
e
Dedication ii
iii
Acknowledgements
Table of Content iv
List of Table ix
List of figures xi
xiii
Abstract (English)
xv
Abstract (Arabic)
xvi
Definition of Terms
CHAPTER ONE: THE General Framework of
4
the Study
1-0 Overview 1
1-1 Statement of the problem 4
1-2 Objectives of the study 6
1-3 Significance of the study 6
1-4 Questions of the study 6
1-5 Hypotheses of the study 6
1-6 Methodology of the study 7
1-7 Delimitation of the study 7
1-8 Summary of the Study 7
CHAPTER TOW : Theoretical Framework and
Literature Review
2.1 The Theoretical Framework of the Research 8
2.1.1The philosophical approach. 10
2.1.2The cognitive psychological approach 11
2.1.3The Educational approach. 13
2.2Approaches of teaching critical thinking 13
2.4 Can Critical Thinking be Taught? 20
2.5 Good Argumentative/Persuasive Writing 24
2.5 Models of Good Reading Strategies that Lead 26
to Better Writing
2.6 Critical Thinking Teaching in Sudanese 28
Schools
2.7 Conceptual Framework of the Study 31
2.8 Critical Thinking and Writing-to-Learn 32
2.9 Generating critical Thinking 33
2.10 Concepts of argument: 34
2.11 Learning argumentation 37
2.12 Teaching argumentation 39
2.13 Essay Writing 40
2.14 What is ‘Argument’ in an Argumentative 41
Essay:
Some Elements Of Critical Thinking:2.15 41
2.15.1Effect of Knowledge of Purpose and Objective: 41
2.15.2 Analysis Information and data 41
Using Clear Concepts: 2.15.3 42
Awareness of implications and consequences 2.15.4 42
2.16 Benefits of Critical Thinking In improving 42
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EFL Learners' Classroom Performance
2.17. Critical Thinking Instruction: Role of 45
Educators
2.18 Specific Critical Thinking Strategies 46
2.19Benefits of critical thinking- Better 48
Understanding of Self and Society
2.20 Critical Thinking Framework for any 49
Discipline:
2.21 Techniques That Encourage Critical Thinking 50
2.22 Step Model to Move Students Toward 52
Critical Thinking:
2.22.1. Determine learning objectives 52
2.22.2: Teach through questioning 54
2.22.3: Practice before you assess 56
2.22.4: Review, refine, and improve 57
Relationship of Critical Thinking to Other 59
Concepts 2.23
59
2.23.1Metacognition.
61
2.23.2Motivation.
62
2.23.3 Creativity.
62
2.24 Development of Critical Thinking:
63
2.24.1Critical Thinking in the Average Person
64
2.24.2 Critical Thinking in Children
66
2.24.3 Critical Thinking Over Time
70
2.25 Instructional Implications
70
2.25.1The Teachability of Critical Thinking
71
2.25.2 Domain Specificity
74
2.25.3 Teaching for Transfer:
75
2.26 Specific Instructional Strategies
78
2.27Assessment Implications of critical Thinking:
78
2.27.1Challenges in Assessing Critical Thinking
6
80
2.27.2Assessment Recommendations
2.28 the role of argumentative essay writing in 83
developing EFL students’ critical thinking
2.29 Review of Previous Studies: 83
2.30 Summary 86
CHAPTER THREE : Research Methodology
87
3.0 Introduction
87
3.1 Research Methodology
3.3.1The Questionnaire: 87
3.3.2 The Test: 87
3.2 Population and sampling 88
3.3 Data collection techniques 88
3.3.1 Questionnaire 88
3.3.2 Test: 88
3.4 Pilot of Study 89
3.5 The Face and content validity of the 89
Questionnaire and Test
3.6 Questionnaire and Test Reliability 90
3.7 Procedures of Data Analysis of the 90
questionnaire and the test
3.8 Summary 91
CHAPTER FOUR : Presentation, Analysis,
and Interpretation
4.0 Introduction 92
General information 4.1 92
Part Two: Analysis of Questionnaire 99
Statements4.2.0
4.3 Analysis and discussion of the Test: 114
4.3.1 Control Group: Test of Normality 115
4.3.2 Experiment Group: Test of Normality 117
4.3.3 Paired sample t-tests 119
4.3.4 Independent Sample t-test 122
4.4 Summary: 123
CHAPTER FIVE : Conclusion, Findings and
Recommendations
5.0 Introduction 124
5.1 Conclusion: 124
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5.2 Findings of the Study: 126
5.3 Recommendations: 126
5.4 Suggestions for further Studies: 127
References: 128
Appendix A 139
Appendix B 141
List of Tables
Page
Table (4.1.1) Shows the distribution of gender: 92
Table(4.1.2) Shows years of Experience: 93
Table (4.1.3) Shows represents qualifications of 94
the subjects
Table (4.1.4) Shows teachers who unprepared to 95
teach critical thinking:
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Table(4.1.5) Shows Teachers who once attend a 97
preservice critical thinking workshop
Table (4.1.6) Shows Teachers who always attend in 98
service critical Thinking sessions
Table (4-2-1) Effect of knowledge of purposes and 99
objectives
Table (4-2-2) Effect of awareness of 100
embedded question
Table (4-2-3) Effect of analysis Information, data 101
and facts
Table (4-2-4). Effect of predicting conclusions 102
Table (4-2-5) Effect of using clear concepts 103
Table (4-2-6) Effect of knowledge of assumptions 104
Table (4-2-7) Effect of awareness of implications 105
and consequences
Table (4-2-8) Effect of understanding limitations 106
of viewpoints
Table (4-2-9) Effect of brainstorming 107
Table (4-2-10) Effect of Socratic questioning 108
Table (4-2-11) Effect of Engagement in more 109
argumentative essay writing
Table (4-2-12) Effect of media analysis 110
Table (4-2-13). Effect of argumentative essay on 110
cognitive growth
Table (4-2-14 ) Effect of task-based learning 111
Table (4-2-15) Effect of internalization of 112
intellectual standards
Table (4-2-16) Effect of egocentrism and 113
sociocentrism
Table (4.3.1): Control Group pre-test :Tests of 115
Normality
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Table (4.3.2): Control Group post test :Tests of 116
Normality
Table (4.3.3): Experiment Group pre-test :Tests of 118
Normality Tests of Normality
Table (4.3.4): Experiment Group post test :Tests of 118
Normality
Table (4.3.11): Pre-test Independent sample t-test 122
Table (4.3.12):Pre-test Independent sample t-test 122
List of Figures
Page
figure (4.1.1) Shows the distribution of gender 93
figure (4.1.2) Shows years of Experience 94
figure (4.1.4) Shows teachers who unprepared to 95
teach critical thinking:
figure (4.1.5) Shows Teachers who once attend a 97
preservice critical thinking workshop
figure (4.1.6) Shows Teachers who always attend 98
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