The Impact of EFL Learners’ Cultural Identity and Critical Thinking on Their Critical Writing

Document Type : Research Paper

Authors

Department of Languages and Literature, Yazd University, Yazd, Iran.

Abstract

This study investigates the relationships between EFL learners' development of cultural identity (CI), critical thinking (CT), and critical writing (CW). Based on theories that connect identity, cognition, and language production, the study examines how these concepts affect students' capacity to write logical persuasive texts Participants included 32 undergraduate students majoring in English Literature selected via convenience sampling from an intact “Novel 1” course. The study employed a mixed-methods approach, combining qualitative data from reflective writing samples with quantitative instruments (the Cultural Identity and Cultural Internalization Questionnaire, the Watson-Glaser Critical Thinking Appraisal, and pre- and post-intervention critical writing tasks). The predictive power of CI, CT, and pre-intervention CW performance on post-intervention CW scores was evaluated using multiple regression analysis. The regression model explained approximately 69.2% of the variance in critical writing performance, which showed significant positive relationships among the variables. The best predictor was critical thinking, which was followed by cultural identity and previous writing experience. The results demonstrate how CI and CT support one another in the development of argumentative writing abilities. The study recommends the incorporation of critical thinking and culturally relevant content for EFL teachers and curriculum developers.

Highlights

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