EFL LEARNERS’ ATTITUDES TOWARDS THE USE OF CRITICAL READING STRATEGIES ON THEIR ARGUMENTATIVE WRITING PERFORMANCE

Authors

  • Le Ngoc Han MA Graduate, School of Foreign Languages, Can Tho University, Can Tho City, Vietnam English teacher at ILA Language Center, Vietnam

DOI:

https://doi.org/10.46827/ejals.v8i1.576

Keywords:

argumentative writing performance, critical reading, critical reading strategies, students' attitudes

Abstract

One of the primary language abilities that students of English as a formative language strive to gain for their academic success is writing. Critical reading is one of the crucial processes integrated into teaching writing that have proved their effects on the world. The aim of the current study was to investigate and examine their attitudes and perceptions towards implementing critical reading strategies on their argumentative writing performance. It was quasi-experimental research. The participants were 30 second-year university students in Can Tho. The data collection techniques of this study were questionnaire and interview. The results showed most learners’ positive attitudes towards implementing the strategies to improve their argumentative performance.

Author Biography

  • Le Ngoc Han, MA Graduate, School of Foreign Languages, Can Tho University, Can Tho City, Vietnam English teacher at ILA Language Center, Vietnam

    Ms. Le Ngoc Han is an English teacher at the ILA Language Center in Vietnam. She recently completed her Master's degree in Principles and Methods of English Language Education at Can Tho University (CTU) in 2023. Her primary areas of interest in research include information literacy, information management, teaching methods, writing techniques, and English literature. She can be reached at hanle03@ilavietnam.edu.vn.

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Published

2025-01-13

Issue

Vol. 8 No. 1 (2025)

Section

Articles

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