| Summary: | With the rapid development of information and communications technology
(ict), the blended learning method is widespread in english-as-a-foreign-language
(efl) instruction. It is viable for tertiary english instructors to utilise online platforms
like wechat and pigai.Org to integrate face-to-face instruction, online learning, and
critical thinking training to improve efl argumentative writing. As no single standard
for blending exists, more research reports on blended learning cases are needed. This
study aims to examine the effect of blended learning and critical thinking on efl
students’ performance in argumentative writing, and the factors that influence
students’ argumentative writing performance in a blended learning environment were
explored in the current study. This study used a mixed research method on 66 firstyear
undergraduates majoring in english at a university in chongqing, china. These
participants were from two intact classes randomly assigned to the control (n=33) and
experimental (n=33) groups. The data on critical thinking skills and writing
performance were measured by argumentative writing pre- and post-tests, and the data
on influencing factors were measured through questionnaires and semi-structured
interviews.
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