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Cited by 0English Language Learning and TeachingEFL/ESL Teaching and LearningSecond Language Learning and Teaching

Promoting critical reading and academic writing skills using online blended modules in English medium of instruction environments

Open access
Hanafy, Shorouk·2026·International Journal of Education and Practice
DOI 10.18488/61.v14i1.4773
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Abstract

English as a Foreign Language (EFL) students in higher education face challenges in developing critical reading and academic writing skills in English-medium instruction (EMI) environments. The study investigated the effectiveness of integrating critical reading blended online learning modules to support the development of EFL first-year college students’ academic writing skills. This was a semester-long pedagogical action research study conducted at a leading federal university in the UAE across four first-year composition courses. The study involved designing and implementing online blended modules integrated within the content of a first-year composition course, either as classroom activities or additional supplementary practice for students. Data collection included student interviews, written artifacts, reflections, and an instructor’s reflective diary. Qualitative findings indicated that integrating critical reading instruction through online blended modules supported the development of students’ academic writing skills in L2 college composition courses within an EMI environment. Utilizing instructional technology and online blended learning enhanced the students’ learning experience and promoted their critical reading abilities. The study offers several pedagogical implications for L2 composition instruction in English-medium higher education, emphasizing the importance of incorporating critical reading into EFL composition course design, maximizing learning through reading-writing connections and reflective practice, and maintaining accurate learner profiles regarding critical reading abilities. These factors could contribute to a more nuanced understanding of the pedagogical approaches necessary for effective composition instruction.

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Crossref · 10.18488/61.v14i1.4773

Cites

15 of 15 references verified0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Claims the paper makes

0 of 42 cited sources checked · 0 supported · 0 flagged

  • Findingown data

    The modules made Tarek aware that his critical reading skills needed improvement.

    “On the other hand, the modules helped Tarek realize that, contrary to his belief, his critical reading skills could use some improvement.”
    Quote in the paperNot a substantial claim
  • Findingown data

    By completing outlines, students showed their thinking and critical thinking skills.

    “Through the completion of these outlines, students effectively showcased their thought processes and demonstrated their critical thinking skills.”
    Quote in the paperSubstantial claim
  • Findingown data

    Students believed the modules were important in developing their critical reading, critical thinking, and academic writing abilities.

    “From the students' perspective, these modules played an important role in promoting their critical reading, critical thinking, and academic writing abilities.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: Students' self-reports and reflections accurately reflect their actual critical reading, critical thinking, and academic writing skill development.
    • Rests on an assumption: Students' attributions of improvement to the modules accurately reflect the modules' causal role, rather than other factors such as in-class instruction or practice.
  • Findingown data

    Students valued brainstorming and outlining before writing their responses.

    “They found the process of brainstorming and creating an outline before crafting their responses particularly valuable.”
    Quote in the paperNot a substantial claim
  • Findingown data

    Students appreciated having a repertoire of material and activities that could be used outside class at their own pace.

    “They appreciated having a repertoire of material and activities that could be utilized outside of class at their own pace.”
    Quote in the paperNot a substantial claim
  • Classified as probably not a substantial claim. 39
  • May combine two claims. 41
  • The quote only partly states this claim. 1

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Malak's analysis of the situation and audience showed critical thinking.

    “There is evidence of critical thinking in her analysis of the situation and the audience in terms of reflecting on how the rhetor could possibly interact with the audience effectively to achieve the desired purpose.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    Students liked the Rhetorical Analysis Scenario Assignment and found it unique and creative.

    “During their interviews, students expressed their positive views and inclination towards the Rhetorical Analysis Scenario Assignment, highlighting its uniqueness and creative nature.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Students mostly utilized videos and interactive mini-lessons, which they consistently used for understanding and reviewing concepts.

    “As the modules included a variety of material in the form of videos, websites, articles, book chapters, and interactive online mini-lessons, students asserted that they mostly utilized the videos and interactive mini-lessons, which they consistently resorted to for understanding and reviewing concepts.”
    Quote in the paperNot a substantial claim

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    Findingown data

    Students initially worried about the workload and assignment difficulty, but later considered the modules valuable.

    “Even though students voiced two main concerns about the amount of work done for the modules and the difficulty of the module assignments, however, in hindsight, they felt that it was valuable.”
    Quote in the paperNot a substantial claim

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    Findingown data

    The modules raised Manal's awareness about the way she reads and made her realize she needs to change it.

    “The modules served to raise her awareness about the way she reads and realize that she needs to change it.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Student responses revealed that access to the modules changed how students approach and read a text and enhanced their ability to identify main ideas.

    “Student responses in the interviews revealed that having access to the modules not only changed the way they approach and read a text but also enhanced their ability to identify main ideas in texts.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: Students' self-reports and reflections accurately reflect their actual critical reading, critical thinking, and academic writing skill development.

  • Classified as probably not a substantial claim. May combine two claims.

    Findingown data

    Ahmed reported learning specific skills such as summarizing and annotating, and said the modules taught him to approach a text critically and identify main ideas.

    “Ahmed also referred to learning specific skills such as summarizing and annotating, but added that the modules taught him how to approach a text critically and identify main ideas.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingnone given

    The modules were designed to address broad concepts and skills that students mainly struggled with.

    “The modules were designed to address broad concepts and skill sets that students primarily struggled with.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S4 (based).

    Findingnone given

    The composition course sequence does not include explicit instruction on critical reading.

    “The module aimed to address the gap identified in the planning stage, that the composition course sequence does not include explicit instruction on critical reading.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Ahmed reported that the modules acted as a reminder of critical reading and its importance, both academically and in life generally.

    “Ahmed pointed out that even though he had been introduced to critical reading previously in school, the modules acted as a reminder of the skill and its importance, not just academically but in life generally.”
    Quote in the paperNot a substantial claim

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    Findingown data

    Using instructional technology and online blended learning enhanced students' learning experience and promoted their critical reading abilities.

    “Utilizing instructional technology and online blended learning enhanced the students' learning experience and promoted their critical reading abilities.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The improvements in students' academic writing observed in the study were caused by the online blended critical reading modules rather than by other factors.
    • Rests on an assumption: The online blended modules were implemented as intended and students engaged with them sufficiently for the intervention to have its effect.

  • May combine two claims.

    Findingown data

    Student responses showed that the modules reminded them of critical reading's usefulness and increased their awareness of their own skill level.

    “Student responses revealed that the modules reminded them of the utility of critical reading as a skill and contributed to raising awareness of their skill level.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Malak considered the modules a useful resource because they had access to a variety of sources to check.

    “Also, Malak considered the modules a useful resource since they had access to a variety of sources at their disposal to check.”
    Quote in the paperNot a substantial claim

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    Findingown data

    Students' feedback indicated that the modules greatly helped improve reading and writing skills and complete course assignments.

    “Regarding the content and assignments within the three online blended modules, students' feedback illuminated their significant role in enhancing reading and writing skills and assisting in the completion of course assignments.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: Students' self-reports and reflections accurately reflect their actual critical reading, critical thinking, and academic writing skill development.
    • Rests on an assumption: Students' attributions of improvement to the modules accurately reflect the modules' causal role, rather than other factors such as in-class instruction or practice.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Tarek said the modules altered his thinking about texts and what he should examine critically.

    “According to him, the modules also changed the way he thinks about texts and the aspects he should critically examine, as he stated.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    For Mostafa and Malak, the modules introduced critical reading and offered a new approach to reading and thinking.

    “As for Mostafa and Malak, the modules introduced critical reading as a concept and presented them with a different way of reading and thinking.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    Tarek said he now uses critical reading skills in pleasure reading and considers rhetorical elements like author's purpose, date, and bias.

    “In addition, Tarek indicated that he has further extended the use of these critical reading skills whenever he is personally reading for pleasure and that he tends to consider the elements of the rhetorical situation, such as the author's purpose, when the text was written, and possible bias.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    Manal said the modules helped her differentiate fact from opinion, which allowed her to evaluate texts for possible bias.

    “Manal also communicated that the modules helped her in differentiating fact from opinion, which in turn allowed her to evaluate texts for possible bias.”
    Quote in the paperNot a substantial claim

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    Findingown data

    This approach helped students think through the rhetorical situation and choose appropriate appeals and modes for the scenario.

    “This approach helped students thoroughly contemplate the various aspects of the rhetorical situation and make informed decisions about which rhetorical appeals and modes to employ in the given scenario.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    The students' argument essay samples showed engagement with their chosen topic and an ability to write thesis statements stating their position.

    “Samples of the argument essay reflected students' engagement with the topic of choice and their ability to formulate thesis statements that reflect their position on a topic of choice.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    The instruction and modules improved students' writing and research skills.

    “In addition to contributing to the content of the argumentative essay, instruction and access to the modules promoted the students' writing and research skills.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: Students' self-reports and reflections accurately reflect their actual critical reading, critical thinking, and academic writing skill development.
    • Rests on an assumption: Students' attributions of improvement to the modules accurately reflect the modules' causal role, rather than other factors such as in-class instruction or practice.

  • May combine two claims.

    Findingown data

    Students viewed the blended integration of critical reading and critical thinking instruction positively, and their responses indicated it improved their skills and academic writing.

    “Third, not only did students have a positive perception of the blended integration of critical reading and critical thinking skills instruction in the composition classroom, but their responses also revealed that it had a positive effect on their skills and academic writing.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    Students said the modules and critical reading instruction improved their argumentative writing content and research/writing skills.

    “Students reported that access to the modules and learning about critical reading and thinking helped them improve their argumentative writing in terms of both content and research and writing skills.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: Students' self-reports and reflections accurately reflect their actual critical reading, critical thinking, and academic writing skill development.
    • Rests on an assumption: Students' attributions of improvement to the modules accurately reflect the modules' causal role, rather than other factors such as in-class instruction or practice.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Ahmed said learning critical reading improved his argumentative skills.

    “In his reflections, Ahmed indicated that learning critical reading skills boosted his argumentative skills.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Students felt the blended online material and tools complemented the course topics and fit well within the course sequence.

    “Students also felt that the blended online material and tools used in the modules complemented the course topics and fit well within the course sequence.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    The modules aided students' argumentative writing in both content and their research and writing skills.

    “In turn, the modules helped them in their argumentative writing in terms of both the content and their research and writing skills.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Mostafa showed he understood how to target an audience for effective communication.

    “He demonstrates an understanding of how to effectively target the audience for effective communication.”
    Quote in the paperNot a substantial claim

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    Findingown data

    Manal said the modules helped her analyze texts rhetorically, especially appeals in arguments.

    “She also indicated that it supported her rhetorical analysis of texts, especially the use of appeals in argumentation.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Module access helped students' writing process and their consideration of counterarguments.

    “Having access to the modules supported their writing process and their ability to consider the counterargument.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Ahmed considered which rhetorical appeal would reach the audience and persuade them.

    “In the excerpt below in Figure 3, Ahmed contemplated the appropriate rhetorical appeal to approach the audience and achieve the purpose of persuasion.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    Ahmed and Tarek reported learning to analyze a text's rhetorical situation and to apply it effectively in their writing.

    “Finally, Ahmed and Tarek mentioned that they learned how to analyze the rhetorical situation of a text and effectively apply it in writing.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Access to the modules altered how students approach and read a text and improved their ability to identify main ideas.

    “Having access to the modules changed the way they approach and read a text, and also enhanced their ability to identify main ideas in texts.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    Mostafa and Malak both felt that the module content supported their writing of the argumentative essay.

    “Both Mostafa and Malak shared similar opinions, feeling that the content of the modules supported their writing of the argumentative essay.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Tarek thought the modules improved his research and writing skills.

    “Tarek believed that his research and writing skills had improved as a result of the modules.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Some students reported that the module content improved their ability to read critically and to consider a source's authority and the nature of its motives.

    “Some reported that the content of the modules enhanced their ability to critically read and consider the authority behind the source and the nature of their motives.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    Critical reading and thinking instruction helped students address counterarguments and assess sources for their essays.

    “As for the content, instruction on critical reading and thinking helped students consider the counterargument and evaluate sources and information to be included in their essays.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    Students valued having material and activities they could use outside class at their own pace, which gave them time to prepare and made them more likely to read texts outside class.

    “Students appreciated having a repertoire of material and activities that could be utilized outside of class at their own pace, providing them with ample time to prepare, which contributed to making them more likely to read texts and material outside of class.”
    • Also stated in: § 6. CONCLUSION · plain
      “They believed that having access to material prior to it being addressed in class provided them with ample time to prepare, which contributed to making them more likely to read texts and materials outside of class.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim. May combine two claims.

    Study design and conductnone given

    The multiple data collection methods were intended to achieve triangulation and provide a comprehensive description of instruction and learning of critical reading and critical thinking in a composition classroom.

    “The multiple data collection methods aimed at triangulation and to provide a comprehensive description of the instruction and learning of critical reading and critical thinking in a composition classroom.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    In practitioner pedagogical action research, the first step is to observe and identify a problem or issue that needs addressing.

    “For practitioner pedagogical action research, the first step involves observing and identifying a problem or issue that needs to be addressed.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites McAteer, 2013

      Not checked in the free run.

  • May combine two claims.

    Premisecitation

    EFL students leave large gaps when moving from reading to reading-based writing and cannot detect implicit assumptions or offer insights about them.

    “As Mehta and Al-Mahrooqi (2014) explained, the gravity of the problem in EFL writing is that students”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Mehta & Al-Mahrooqi, 2014

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  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Initial reconnaissance should be accurate and involve a wide range of perspectives because it frames the entire action research process.

    “This initial reconnaissance should be as accurate and effective as possible, involving a wide range of perspectives, as it frames the entire action process in terms of the research design (McAteer, 2013).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites McAteer, 2013

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    Premisecitation

    Reading pedagogy is often an afterthought in many composition classrooms.

    “Bosley (2008) regrets that”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Bosley, 2008

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    Premisecitation

    Focused reflection is a key element of most action research models because it enhances metacognition and the researcher's consideration of technical, theoretical, and ethical issues.

    “Focused reflection is a key element of most action research models as it enhances metacognition and the researcher's combined consideration of technical proficiencies, theoretical assumptions, and/or moral and ethical issues (Chen et al., 2018).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Chen et al., 2018

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    Premisereasoning

    Despite the growing use of technology in college composition, very few studies have examined critical reading instruction in EFL first-year composition courses and its systematic inclusion in blended learning course design.

    “With the greater move towards the use of technology in college composition classes to simplify or speed practices and to situate students' learning in the online learning trend, very few studies have considered critical reading instruction in EFL first-year composition courses and its systematic inclusion in course design in a BL environment.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Students prefer blended learning because it complements classroom teaching, personalizes learning, supports independent and collaborative learning, accommodates different learning styles, and offers additional low-stress practice beyond the classroom.

    “Students currently show greater attraction to technology and, thus, a preference for BL as it complements classroom teaching, provides a more personalized learning experience, supports independent and collaborative learning, accommodates different learning styles, and offers additional practice beyond the classroom in a less stressful environment (Bostanci & Çavuşoğlu, 2018).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Bostanci & Çavuşoğlu, 2018

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  • Classified as probably not a substantial claim. The quote only partly states this claim.

    Study design and conductcitation

    The five focal participants were purposively selected because they were likely to be knowledgeable about or experienced with the phenomenon of interest.

    “This was a purposive sample as it involved selecting participants who are potentially knowledgeable about or experienced with a phenomenon of interest (Perry, 2005).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Perry, 2005

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    Premisecitation

    Instructors face challenges both from underprepared students and from frequent changes to introductory course outcomes.

    “Not only are instructors challenged with working with underprepared students, but constant changes in course outcomes in introductory classes present additional challenges (Varelas, Wolfe, & Ialongo, 2015).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Varelas, Wolfe, & Ialongo, 2015

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    Premisecitation

    These students find it challenging to formulate a thesis statement or produce supporting evidence from source material.

    “Formulating a thesis statement or producing supporting evidence from source material is challenging for these students (Li & Mak, 2022).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Li & Mak, 2022

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    Premisecitation

    These students have particular difficulty with basic comprehension, identifying main ideas, and interpreting critical perspectives in complex texts.

    “They particularly struggle with fundamental comprehension, main concept recognition, and interpreting critical perspectives in complex texts (Bosley, 2008;Li & Mak, 2022).”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Bosley, 2008

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    • cites Li & Mak, 2022

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  • May combine two claims.

    Premisecitation

    Although many first-year composition courses list critical reading as an objective, instructors differ widely in how they understand, define, and teach it.

    “Despite including the development of critical reading ability as an objective of many first-year composition courses, instructors vary greatly in how they conceive, define, and approach critical reading instruction (Bosley, 2008).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Bosley, 2008

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  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Blended learning develops students' literacy and interactive skills and encourages instructors to create engaging material that fosters online collaboration.

    “This develops student literacy and interactive skills, as well as encourages instructors to create engaging material that fosters greater online learner collaboration (Pizzi, 2014).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Pizzi, 2014

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    Premisecitation

    A large number of first-year college students begin higher education unable to read critically or apply higher-order thinking.

    “Many first-year college students enter higher education without the ability to read critically or use higher-order thinking skills (Bosley, 2008;Mehta & Al-Mahrooqi, 2014).”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Bosley, 2008

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    • cites Mehta & Al-Mahrooqi, 2014

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  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductcitation

    The study used multiple data collection methods to achieve methodological triangulation by drawing on multiple sources of information.

    “The data collection methods were varied to attend to methodological triangulation as the study draws on multiple sources of information (Creswell, 2015).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Creswell, 2015

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  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductown data

    The researcher's dual role as class instructor and researcher raised issues of positionality.

    “My roles as the class instructor and researcher evoked issues of positionality.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Action research links reflection to action and lets educators overcome obstacles to pedagogical change by becoming aware of the social and systemic factors shaping their educational context.

    “Action research connects reflection to action and thus enables educators to overcome barriers to pedagogical change through awareness of social and systemic factors influencing their educational context (Clark, Hodges, & Jenkins, 2020).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Clark, Hodges, & Jenkins, 2020

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  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationnone given

    Conversations among instructors benefit less experienced instructors by giving them chances to be mentored by more experienced faculty.

    “Such conversations are beneficial in providing less experienced instructors opportunities for being mentored by more experienced faculty members.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationown data

    Blended learning approaches both enriched students' learning experiences and reinforced the links between reading and writing in L2 composition courses.

    “Blended learning approaches not only augmented students' learning experiences but also strengthened the essential connections between reading and writing in L2 composition courses.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationreasoning

    The constructivist model of rhetorical reading strategies is applicable to teaching critical reading and critical thinking in L2 composition courses.

    “Fourth, the constructivist model of rhetorical reading strategies can be applied to the instruction of critical reading and critical thinking in L2 composition courses.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Interpretationown data

    The study's findings support formally introducing instruction in critical reading and critical thinking into L2 composition courses.

    “Findings from the study support the need for the formal introduction of instruction in critical reading and critical thinking in L2 composition courses.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: Critical reading instruction receives little attention and is not treated as an objective of college composition courses.

  • Classified as probably not a substantial claim.

    Premisecitation

    First-year composition courses are the practical and felicitous setting for deliberate, formal instruction in critical reading.

    “As Downs (2000) argues, first-year composition courses are the”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Downs (2000)

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  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Interpretationown data

    This difficulty might stem from the concept's ambiguity or from students' limited ability to analyze power and authority between people.

    “This could be attributed either to the ambiguity of the concept or students' possible inability to critically consider how power and authority play between individuals.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Interpretationreasoning

    Creative, engaging activities and assessments centered on real-life problem solving or on themes from students' daily lives promote critical thinking and writing skills.

    “Creative and engaging activities and assessments that focus on solving problems in real-life situations or have themes related to students' daily lives foster critical thinking and writing skills.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim.

    Premisecitation

    Direct instruction of critical thinking is neglected in L2 college writing classrooms, particularly in the Gulf.

    “Barnawi (2011) also believed that the direct instruction of critical thinking is neglected in L2 college writing classrooms, especially in the Gulf.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Barnawi (2011)

      Not checked in the free run.

  • Classified as probably not a substantial claim. May combine two claims.

    Interpretationreasoning

    Activities such as writing rhetorically appropriate responses to real-life scenario assignments raise student motivation and are more likely to foster critical reading, critical thinking, and writing skills.

    “Such activities, such as composing rhetorically appropriate responses to real-life scenario assignments, enhance student motivation and are more likely to promote critical reading, critical thinking, and writing skills.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationown data

    L2 college composition courses in EMI environments need formal, direct instruction in critical reading and critical thinking skills.

    “The direct instruction of critical reading and critical thinking skills needs to be formally introduced in L2 college composition courses in EMI environments.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: Critical reading instruction receives little attention and is not treated as an objective of college composition courses.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisereasoning

    Action research offers professional learning opportunities matched to an educator's current pedagogical focuses, issues, and needs.

    “It provides opportunities for professional learning that is tailored to the educator's current pedagogical focuses, issues, and needs.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable).

    Premisecitation

    Composition courses ought to treat critical reading as equal in importance to writing.

    “As Downs (2000) asserts that composition courses should treat critical reading equally to writing,”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Downs (2000)

      Not checked in the free run.

67 of 67

  • The paper relies on this without support.

    The improvements in students' academic writing observed in the study were caused by the online blended critical reading modules rather than by other factors.

    “Qualitative findings indicated that integrating critical reading instruction through online blended modules supported the development of students' academic writing skills in L2 college composition courses within an EMI environment.”

  • The paper relies on this without support.

    The online blended modules were implemented as intended and students engaged with them sufficiently for the intervention to have its effect.

    “The action phase was conducted over seven consecutive weeks, during which three online blended modules were integrated into classroom instruction.”

  • The paper relies on this without support.

    Students' self-reports and reflections accurately reflect their actual critical reading, critical thinking, and academic writing skill development.

    “From the students' perspective, these modules played an important role in promoting their critical reading, critical thinking, and academic writing abilities.”

  • The paper relies on this without support.

    Students' attributions of improvement to the modules accurately reflect the modules' causal role, rather than other factors such as in-class instruction or practice.

    “Students reported that access to the modules and learning about critical reading and thinking helped them improve their argumentative writing in terms of both content and research and writing skills.”

  • The paper relies on this without support.

    Critical reading instruction receives little attention and is not treated as an objective of college composition courses.

    “Despite being acknowledged for its importance for academic success and its inclusion in most learning outcomes, critical reading instruction is not given much attention and is not being catered to as an objective of college composition courses.”

  • The paper relies on this without support.

    Instructors themselves have difficulty defining critical reading.

    “As instructors themselves struggle to define critical reading, there could be greater consistency in establishing the link between critical reading and critical thinking, while also considering the connections between reading and writing.”
6 of 6

Cites

Flagged first, then by citations

Research works printed but not linked: 18

  1. [3]3. Andrews, R. (2015). Critical thinking and/or argumentation in higher education. In the Palgrave Handbook of Critical Thinking in Higher Education. In (pp. 49-62). London: Palgrave Macmillan.
  2. [4]4. Bali, M. (2015). Critical thinking through a multicultural lens: Cultural challenges of teaching critical thinking. In M. Davies & R. Barnett (Eds.), The Palgrave Handbook of Critical Thinking in Higher Education. In (pp. 317-334). London, UK: Palgrave Macmillan.
  3. [5]5. Barnawi, O. Z. (2011). Finding a place for critical thinking and self-voice in college English as a foreign language writing classrooms. English Language Teaching, 4(2), 190-197. https://doi.org/10.5539/elt. · DOI
  4. [9]9. Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. London, UK: Routledge.
  5. [10]10. Chen, S. C., Chou, C., & Lin, C. (2018). Insider action research in education: Challenges and reflections. Educational Action Research, 26(3), 393-408.
  6. [11]11. Clark, S. K., Hodges, C. B., & Jenkins, S. (2020). Action research as professional development: Empowering educators through reflective inquiry. Journal of Educational Research and Practice, 10(1), 28-45.
  7. [12]12. Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (5th ed.). Boston, MA: Pearson Higher Education.
  8. [14]14. Elmouhtarim, S. (2018). Integrating critical thinking skills in reading courses at the university level the case of faculty of letters and humanities, Beni-Mellal, Morocco. Arab World English Journal, 9(3), 331-344. https://doi.org/10.24093/awej/vol9no3. · DOI
  9. [15]15. Fleming, J. (2018). Recognizing and resolving the challenges of being an insider researcher in work-integrated learning. International Journal of Work-Integrated Learning, 19(3), 311-320.
  10. [18]18. Harrell, M., & Wetzel, D. (2019). Using argument diagramming to teach critical thinking in a first-year writing course. In the Palgrave Handbook of Critical Thinking in Higher Education. In (pp. 213-232). London, UK: Palgrave Macmillan.
  11. [19]19. Kemmis, S., & McTaggart, R. (2000). Participatory action research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research. In (3rd ed., pp. 559-603). Thousand Oaks, CA: SAGE Publications.
  12. [21]21. Lin, M., & Xiang, X. (2019). Integrating critical thinking into an EFL writing curriculum. In Thinking skills and creativity in second language education. In (pp. 95-130). London, UK: Routledge.
  13. [23]23. McAteer, M. (2013). Action research in education. In Educational research methods. London, UK: BERA/SAGE Publications.
  14. [24]24. McNiff, J., & Whitehead, J. (2009). Doing and writing action research (3rd ed.). London, UK: SAGE Publications.
  15. [27]27. Norton, L. (2009). Action research in teaching and learning: A practical guide to conducting pedagogical research in universities. London, UK: Routledge.
  16. [30]30. Sharma, P., & Barrett, B. (2007). Blended learning: Using technology in and beyond the language classroom. Oxford, UK: Macmillan.
  17. [33]33. Varelas, A., Wolfe, K. S., & Ialongo, E. (2015). Building a better student: Developing critical thinking and writing in the community college from freshman semester to graduation. Community College Enterprise, 21(2), 76-92.
  18. [35]35. Yu, J. (2015). Analysis of critical reading strategies and its effect on college English reading. Theory and Practice in Language Studies, 5(1), 134-138. https://doi.org/10.17507/tpls.0501. · DOI

Authors
Hanafy, S.
Affiliations
Zayed University (AE)
Corresponding author
Hanafy, Shorouk
ORCID
Hanafy, Shorouk
Venue
International Journal of Education and Practice
Publisher
Conscientia Beam
Published
2026-02-12
Volume
14
Issue
1
Pages
612-627
ISSN
  • 2310-3868 (ISSN-L)
  • 2311-6897
DOI
10.18488/61.v14i1.4773
OpenAlex
W7129562403
Semantic Scholar
95b398e4a7888ffd4dccdee82e83249b2de66a20
Cited by
0
References
15
FWCI
0.00
Type
journal article
Language
en
Open access
Locations
International Journal of Education and Practice (publishedVersion)
Funders
Zayed University
Topics
  • Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Arts and Humanities › Literature and Literary Theory › Second Language Learning and Teaching
Keywords
critical reading, academic writing, English as a foreign language, English-medium instruction, blended learning, online learning modules, first-year composition, reading and writing, reflective practice, educational technology, EFL university students

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