A Q-methodological Study on Exploring the Concept of Criticality in Written Argument in an EFL Writing Classroom: An Algerian Case

Abstract

This study explores how Algerian EFL undergraduate students and their writing teachers at an Algerian University conceptualise the concept of criticality in written argument. It aims to advance understanding of students and their writing teachers’ conceptual thinking about criticality in written argument by focusing on their first-person views and learning/teaching practices of students and their writing teachers, respectively. To fulfil this aim, a research method known as Q-methodology, along with other research methods, was used to gather data from 20 Algerian EFL undergraduate students and their two writing teachers. The data is drawn from an elicitation lesson planning task, an essay writing task, and a ranking task preceded and followed by semi-structured interviews. The findings of this study reveal that there is fluidity and fluctuation in participants’ conceptualisation of criticality, with shared aspects of criticality. It was also found that explicit planning for teaching criticality is not present in teachers' lesson plans, but implicit modelling of criticality through teaching key concepts in argumentation writing such as Refutation and Plausible/Strong Argument is evident. Moreover, the study found that students' argumentative essays show some criticality, but the lack of critical function of the written argument in their essays was mainly attributed to their teachers' less ability to effectively teach them about written arguments explicitly, which has impacted their ability to express their voice as writers and reflect criticality in developing their argument(s) in writing. This study is significant in its contribution to the field of argumentative writing. By examining the perspectives of both students and teachers, it offers insights that can lead to improved outcomes in this area. The findings can inform the development of curriculums that promote criticality in written argument in an Algerian educational setting and beyond.