Speaker
Description
As the world becomes increasingly globalized, English teaching must move beyond the traditional focus on grammatical correctness, rote memorization of vocabulary, and test preparation. This study examines the role of argumentative writing as a transformative approach to critical thinking in the English as a Foreign Language (EFL) classroom. Informed by cognitive and sociocultural theory of language acquisition, the study suggests that argumentative writing cultivates linguistic expertise and encourages 21st-century skills such as logical reasoning, independent judgment, and reflective thought. Through experience with building arguments, evaluating evidence, answering opposing arguments, and articulating understandable conclusions, learners become engaged with the content in the process of developing their intellectual independence and thinking flexibility.
The research offers effective pedagogical strategies for integrating argumentative writing into EFL instruction, including debate-based prewriting activities, scaffolding argument structure, use of authentic materials, and peer-to-peer collaboration. It also addresses common issues, including students' limited exposure to critical thinking and language difficulties. Solutions such as differentiated instruction, formative feedback, and professional development are proposed to address these gaps.
By moving argumentative writing as a central part of language learning, this study brings to the forefront its potential to create more compelling, learner-centered classrooms where learners are empowered to use English not just to speak, but to question and make significant contributions to global debates. The integration of critical thinking through argumentative writing is an EFL pedagogy change that is required—one that puts language education on par with broader goals of personal development and active citizenship.
Biography
Ms. Nguyễn Thị Nhuyễn is an experienced teacher at Cần Thơ City, Vietnam. She holds a Bachelor of Arts in English Pedagogy in 2010 and Master of Arts in English Language Teaching Theory and Methodology from Cần Thơ University in 2014. She is pursuing her Ph.D. in the same field in the Faculty of Foreign Languages, Cần Thơ University. She has over 15 years of teaching experience and has assisted numerous students in preparing them for various exams such as TOEIC, VSTEP, IELTS, and PTE. She also instructs general English to non-major students on a regular basis with innovative teaching methods to encourage and optimize their learning performance. She also assists numerous other English teachers in optimizing their proficiency and teaching style.
Ms. Nhuyễn strongly believes that a good teacher not only teaches, but also inspires the students to become lifelong, self-motivated learners. She is sure that anyone can do anything if they work hard, are determined, and make a special effort every day. She is a tech enthusiast and keeps incorporating new tools in her instruction, making learning more engaging and effective.
Among others, in her research project Ms. Nhuyễn is most concerned with critical thinking ability, English teaching methodology, professional training and motivation of learners. Through this study, besides indicating that she is committed to the job, it also means she has a progressive mind on new-style training.
