EXPLORING THE CHALLENGES IN DEVELOPING CRITICAL WRITING SKILLS AMONG EFL SENIOR HIGH SCHOOL STUDENTS
DOI:
https://doi.org/10.31851/2z5s1041Keywords:
Critical Writing, EFL Students, High School Students, Argumentative WritingAbstract
EFL learners at the senior high school level continue to face significant challenges in producing critical writing, as this skill requires the simultaneous integration of linguistic proficiency and higher-order critical thinking, often demanding substantial time and cognitive effort. Drawing on theoretical perspectives of critical writing and critical thinking in EFL contexts, this study aimed to identify and examine the challenges encountered by twelfth-grade EFL students when composing argumentative texts. Using a qualitative case study design, the research involved ten twelfth-grade students and collected data through semi-structured interviews, classroom observations, and supporting instructional materials, including textbooks. The data were analysed thematically to identify recurring patterns across sources. The findings revealed four major categories of challenges: linguistic (grammatical and lexical limitations), cognitive (difficulties in developing coherent and logical arguments), affective (low confidence and fear of making errors), and socio-cultural (reluctance to engage in confrontational discourse). In line with previous studies, these results indicate that difficulties in critical writing extend beyond technical language issues and are shaped by psychological and cultural factors. The study concludes that effective instruction in critical writing at the senior high school level requires an integrated pedagogical approach that addresses linguistic accuracy, critical thinking development, and the creation of supportive classroom environments.
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