Exploring Critical Thinking Skills Use In Argumentative Essay Writing Case Of 4th-year Ensb English Language Students

Abstract

Twenty-first century education is expected to promote key study skills to cope with the new demands of the digital world, such as the use of technology, autonomous learning, and critical thinking skills. The latter is an essential requirement in most academic settings, where students need to demonstrate developed cognitive and metacognitive abilities, such as the ability to analyze and criticize information and regulate thinking processes. This case study aims to assess the use of critical thinking skills in writing argumentative essays by undergraduate teacher-trainees at the department of English of Ecole Normale Supérieure, Algiers. The study employs an adapted version of Facione’s (1994) rubric of thinking skills and an argumentative writing task to collect data. The statistical results demonstrated that the students moderately employ the majority of critical thinking skills. However, they exhibited significant weaknesses in identifying and structuring counterarguments, logically refuting opposing views, and assessing and supporting claims with evidence. The comparison between high and low critical thinkers revealed that the former group outperformed in structuring and integrating their ideas in the essay with a more consistent use of skills and a greater command of higher-order thinking skills. Nevertheless, neither group engaged with counterargumentation. A major implication of this study is that pedagogical approaches should aim to increase awareness among both ENSB students and teachers while implementing targeted exercises that strengthen evidence-based argumentation and counterargumentation competencies.