A STUDY ON THE EFFECTS OF EFL TEACHERS’ USE OF THE BIG6 ON LEARNERS’ ARGUMENTATIVE WRITING / NGHIÊN CỨU VỀ ẢNH HƯỞNG CỦA VIỆC SỬ DỤNG BIG6 CỦA GIÁO VIÊN EFL ĐỐI VỚI KHẢ NĂNG VIẾT LUẬN CỦA NGƯỜI HỌC

Authors

  • Nguyen Le Ngoc Anh MA Candidate, School of Foreign Languages, Can Tho University, Can Tho City, Vietnam
  • Thai Cong Dan Senior Lecturer, Dr., School of Social Sciences and Humanities, Can Tho University, Can Tho City, Vietnam

DOI:

https://doi.org/10.46827/ejals.v4i1.293

Keywords:

Big6, EFL learners, EFL teachers, information literacy (IL), writing academic, argumentative writing, experimental research, ELTS

Abstract

Information literacy has proved to be one of the factors that help learners increase their writing academic in higher education institutions around the world. Therefore, developing information literacy curriculum for learners who speak English as a foreign language is of critical concern for librarians and English as a Foreign Language: EFL educators. However, in general, there is limited research about learners' information literacy experiences in English writing educational contexts. Therefore, this research fills a gap in the research, as it focuses on investigating the effects of EFL teachers’ use of the Information literacy model - Big6 on learners' argumentative writing. In this research, a mixed method combined both quantitative and qualitative designs was conducted to collect and analyze the data, including a pre-test and a post-test, questionnaires, classroom observations and semi- structured interviews. The findings show that there is a statistically significant difference between the writing performances at two time points of the experimental group who was taught English with information literacy skills. In addition, the findings indicate that EFL teachers and learners became more aware of the integration of information literacy skills into their teaching argumentative writing to learners. Key issues about training provision in this area were examined, and options of developing information literacy support for EFL learners were also discussed.

Author Biographies

  • Nguyen Le Ngoc Anh, MA Candidate, School of Foreign Languages, Can Tho University, Can Tho City, Vietnam
    Miss Nguyen Le Ngoc Anh is an English teacher at Active Learning Center, Can Tho City, Vietnam. She has just received her Master degree at Can Tho University (CTU) since 2021 in Principles and Methods of English language education. Her main research interests are information literacy, information management, information resources, teaching methods, writing techniques, English literature and the importance of the library in learning English. She can be reached at vikanhnguyen@gmail.com.
  • Thai Cong Dan, Senior Lecturer, Dr., School of Social Sciences and Humanities, Can Tho University, Can Tho City, Vietnam
    Mr. Thai Cong Dan, Dean of School of Social Sciences & Humanities (SSSH), Can Tho University (CTU), Vietnam, is currently a lecturer of English. He has held his PhD at Naresuan University, Thailand since 2010 in Educational Administration- English program. His main research interests are TEF/TESOL issues, intercultural communication, high school English learning and teaching, English program management, curriculum design, testing and evaluation and professional development. He can be reached at tcdan@ctu.edu.vn.

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Published

2021-10-23

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Vol. 4 No. 1 (2021)

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