ACKNOWLEGEMENTS………………………………………………………II

 

CHAPTER I: BACKGROUNG AND PURPOSE……………………………….1

 

1.1. Introduction…………………………………………………………………2

 

1.2. Statement of the Problem…………………………………………………..5

 

1.3. Statement of the Research Question……………………………………….6

 

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. Materials for 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).

 

 

 

According  to  Bagheri  and  Aeen  (2011),  although  there  are  very  trivial  differences  in  the  way  that  scholars  and  language  teachers  express  their  understanding  of  learners’  autonomy,    they  all  agree  with the  importance  of  autonomy  in  motivating  learners,  and  the  result  is    better  and  effective  work  of  autonomous  learners.  They  added  that  autonomous  learners  are  more  initiative  and  creative  in  learning,  and  this  leads  to  more  useful  classroom  instruction.  When  learners  have  the  freedom  to  choose  the  kind  of  curriculum  and  instruction,  the  result  is  choosing  the  best  that  matches  their  learning  styles  and  preferences  and  finally  more  effective  learning  happens.   According  to  Benson  (2010),  “When  we  talk  about  autonomy,  we  refer  more  to  a  certain  kind  of  relationship  between  the  student  and  the  learning  process.”  (p.79).  To  be  autonomous  means  “to  be  directed  by  considerations,  desires,  conditions,  and  characteristics  that  are  not  simply  imposed  externally  upon  one,  but  are  part  of  what  can  somehow  be  considered  one’s  authentic  self” (Christman,  2008, p.1).