1.4. Statement of the Research Hypothesis…………………………………….6

1.5. Definition of Key Terms……………………………………………………7

1.6. Significance of the Study……………………………………………………8

1.7. Limitations, Delimitations, Assumptions………………………………….9

1.7.1. Limitations…………………………………………………………….9

1.7.2. Delimitations………………………………………………………….10

1.7.3. Assumption……………………………………………………………10

CHAPTER II: REVIEW OF THE RELATED LITERATURE…………………..11

2.1. Introduction……………………………………………………………….12

2.2. Autonomy…………………………………………………………………12

2.2.1. Definitions of Autonomy……………………………………………….13

2.2.2. Learner Autonomy………………………………………………………14

2.2.3. What Does Autonomy Mean? …………………………………………………….18

2.2.4. Autonomous Learner’s Features……………………………………….20

2.2.5. Elements of Autonomous Learning……………………………………..20

2.2.6. Models for Autonomy……………………………………………………21

2.2.7. Kinds of Autonomy………………………………………………………22

2.2.8. Autonomy in the Classroom……………………………………………..23

2.2.9. Dimensions of Autonomy………………………………………………..25

2.3. Critical Thinking……………………………………………………………26

2.3.1. What is Critical Thinking? ..……………………………………………..29

2.3.2. What Does Critical Thinking Mean? ……………………………………30

2.3.3. A Five Step Model to Improve CT Skills…………………………………31

2.3.4. The Importance of Teaching CT in L2 Classrooms………………………35

2.3.5. Content-based Instructions for Improving CT Skills………………………35

2.3.6. Critical Thinker’s Features…………………………………………………35

2.3.7. Relationship Between CT and Learning……………………………………36

2.3.8. Strategies of Critical Thinking……………………………………………..38

2.4. Writing………………………………………………………………………..39

2.4.1. Writing Strategies…………………………………………………………..41

2.4.2. Writing Modes……………………………………………………………..42

2.4.3. Writing Process Approach and Product Approach…………………………43

2.4.4. General and Specific Components of Writing Tasks………………………44

CHAPTER III: METHOD………………………………………………………..48

3.1. Introduction………………………………………………………………….49

3.2. Participants………………………………………………………………….49

3.3. Instrumentation……………………………………………………………50

3.3.1. PET for Homogenization…………………………………………….50

3.3.2. Writing Posttest………………………………………………………51

3.3.3. Writing Scale/Rubric…………………………………………………52

3.3.4. Textbook……………………………………………………………..52

3.3.5.Materialsfor Practicing Autonomy and Critical Thinking…………52

3.4. Procedure………………………………………………………………….53

3.4.1. Practicing CT Techniques……………………………………………54

3.4.2. Practicing AUT Techniques…………………………………………56

3.5. Design……………………………………………………………………..58

3.6. Statistical Analysis……………………………………………………….58

CHAPTER IV: RESULTS AND DISCUSSION…………………………………60

4.1. Introduction………………………………………………………………..61

4.2. Descriptive Statistics of the Pre-treatment Writing Scores………………67

4.3. Descriptive Statistics of the Raters’ Scores to the CT Posttest Writing…69

4.4. Descriptive Statistics of the Posttest Writing Scores…………………….73

4.5. Testing the Null Hypothesis………………………………………………74

4.6. Discussion………………………………………………………………….75

CHAPTER V: CONCLUSION AND PEDAGOGICAL IMPLICATIONS………78

5.1. Introduction…………………………………………………………………79

5.2. Restatement of the Hypothesis…………………………………………..79

5.3. Conclusion…………………………………………………………………79

5.4. Pedagogical Implications……………………………………………………80

5.5. Implications for EFL Teachers, Learners, and Syllabus Designers………81

5.5.1. Implications for EFL Teachers…………………………………………81

5.5.2. Implications for EFL Learners……………………………………….82

5.5.3. Implications for EFL Syllabus Designers…………………………….83

5.6. Suggestions for Further Studies……………………………………………83

REFERENCES……………………………………………………………………85

APPENDICES……………………………………………………………………123

Appendix A: PTE 1 (used for homogenization)………………………………124

Appendix B: PET 2 (used as post-treatment test)………………………….144

 

CHAPTER I

 

BACKGROUD AND PURPOSE

 

 

 

1.1. Introduction

Education and learning need some special techniques to indulge learners more deeply and efficiently- techniques that involve learners to become more independent and at the same time more thoughtful. It is a rather recent issue that educators are focusing their attention to critical thinking and autonomy on different skills, although “ critical thinking is as integral part of education and training in schools of foreign and second language instruction” ( Shangarffam & Mamipour, 2011, p.1 ), and so is autonomy.

Writing is one of the most effective ways of conveying ideas and thoughts to others, so learning to write is important because without it education, and more important, communications will be defective and will face problems.

According to Pemberton and Nix (2012), writing, autonomy, and critical thinking seem to be linked to each other, and proficiency in writing can be a sign of students’ autonomy, critical thinking ,and reasoning skills on the other hand. Critical thinking and autonomy are both considered desirable educational goals. Raya, Lamb, and Vieira (2007), mention that “The competence to think critically is coextensive with the notion of autonomy and self-sufficiency” (p.43). And in the same way, Little (1991) explains autonomy as an ability “for detachment, critical reflection, decision making, and independent action”(p.4). Therefore, it is important that teachers help students develop exploring ways for autonomy and critical thinking (Pemberton & Nix, 2012). Consequently, it seems that teaching learners to become autonomous and at the same time critical thinkers is probably a vital factor in their progress.

In line with the ongoing development in communication and definitely writing, the methods that teachers use to help foster learners’ autonomy, and make a “paradigm shift from teacher-centered to learner-centered instruction” (Jacobs & Farrell, 2002, 12) are considered very important ,and as Wu Li-li (2008) mentions with the growing need of language teaching in communication-oriented way nowadays, language teaching is facing a challenge and is being substituted by the learner-centered one. As a result, the learner-centered approach made the concept of learners’ autonomy emerge (Bagheri & Aeen, 2011).

Nowadays, learner autonomy is considered as “an unquestionable goal and integral part of language learning methodologies throughout the world. Large amounts of time, energy, and money are spent on its promotion and implementation” (Reinders, 2000, p.2). In fact learner autonomy seems to become important because of the motive that it creates in learners. Learning autonomy emphasizes language learners’ role as an active participant in his/her learning who has “a choice as what and how of the curriculum can be used in learning”, and also, “has a responsible feeling for his/her own learning” (Jacobs & Farrell, 2001, p.7).