The Effect of a Blended Learning Program on Enhancing Critical Writing Skills for Intermediate Stage

 

The Effect of Creative Problem-Solving Strategy on the Development of EFL Critical Writing Skills among Preparatory School Students

By
Eman Al Kotb Ali
 Teacher of English at Zanubeya Intermediate Girls’ School

---

Abstract

Developing critical writing skills is a significant challenge for EFL students, especially when traditional teaching methods fail to cultivate creativity and problem-solving abilities. This study investigates the effectiveness of a creative problem-solving strategy in enhancing critical writing skills among second-year preparatory students. A quasi-experimental design was employed, involving 30 students during the 2022/2023 academic year. The creative problem-solving strategy emphasized activities that promote logical reasoning, organization, and evidence-based writing. The study utilized a pre-posttest design to measure improvements in overall performance and specific sub-skills. Results indicated significant progress in the experimental group compared to the control group. Findings suggest that integrating creative problem-solving strategies into teaching practices enhances students’ ability to write critically. This study concludes that such strategies provide innovative ways to foster creativity and critical thinking in EFL classrooms.
Keywords: creative problem-solving, critical writing skills, EFL learners

---

1. Introduction

Educational systems today require innovative teaching approaches to nurture critical thinking and problem-solving abilities in students. Developing critical writing skills, which involve reasoning, organization, and presenting evidence-based arguments, is a fundamental challenge for English as a Foreign Language (EFL) learners. Traditional teaching methods often fail to address these needs effectively, necessitating modern strategies like creative problem-solving.

Creative problem-solving is a structured process that encourages generating multiple ideas, evaluating them, and selecting the most appropriate solution. This approach aligns closely with the demands of critical writing, where students must logically organize their ideas, support their arguments with evidence, and evaluate multiple perspectives.

This study investigates the application of creative problem-solving strategies to enhance the critical writing skills of second-year preparatory students. It aims to address the difficulties students face in writing critically by providing them with structured opportunities to think creatively, organize their thoughts, and reflect on their writing process.

 

---

2. Method

2.1. Procedure

A quasi-experimental design was used to examine the effect of the creative problem-solving strategy on critical writing skills. The study involved 30 second-year preparatory students during the 2022/2023 academic year. Participants were divided into two groups:

• Experimental Group: Students taught using the creative problem-solving strategy.
• Control Group: Students taught using traditional methods.

The experimental group participated in writing activities designed to develop specific critical writing sub-skills, such as reasoning, coherence, and vocabulary use, using creative problem-solving techniques.

2.2. Measures

The study utilized a pre-posttest design to evaluate students' critical writing skills. The test assessed overall writing performance and five sub-skills:

1. Organizing ideas logically
2. Sentence structure and grammar
3. Punctuation
4. Vocabulary use
5. Use of transitional phrases

Tests were validated by experts to ensure their reliability and relevance.

---

3. Results

The results revealed significant improvements in the critical writing skills of the experimental group compared to the control group.

Table 1: T-Value Analysis for Posttest Scores

Writing Skill	Group	Mean	SD	t-Value	D.F.	Significance
Organizing Ideas Logically	Experimental	11.50	0.86	18.409	58	Significant
	Control	5.73	1.48
Sentence Structure and Grammar	Experimental	9.93	1.14	11.367	58	Significant
	Control	6.50	1.20
Punctuation	Experimental	10.17	0.79	15.111	58	Significant
	Control	6.83	0.91
Vocabulary Use	Experimental	10.20	0.81	14.566	58	Significant
	Control	7.83	0.38
Use of Transitional Phrases	Experimental	9.80	1.03	14.966	58	Significant
	Control	6.50	0.63
Overall Writing Skills	Experimental	51.60	3.09	22.168	58	Significant
	Control	33.40	3.27

The significant differences in t-values highlight the effectiveness of the creative problem-solving strategy in enhancing critical writing skills.

---

4. Tools

The tools used in implementing the creative problem-solving strategy included:

• Collaborative Brainstorming: Students generated and evaluated ideas in groups.
• Graphic Organizers: Used to structure and outline arguments logically.
• Peer Feedback: Encouraged students to review and critique each other's writing.
• Writing Prompts: Stimulated critical thinking by presenting real-world scenarios.

---

5. Procedures

The strategy was implemented over eight weeks and included the following steps:

1. Orientation: Introducing students to the creative problem-solving approach.
2. Skill Development: Teaching lessons on organizing ideas, evaluating evidence, and structuring arguments.
3. Practice and Reflection: Assigning tasks that allowed students to apply the skills independently.
4. Feedback and Assessment: Providing constructive feedback and tracking progress through pre-posttests.

---

6. Recommendations

Based on the study’s findings, the following recommendations are proposed:

1. Teachers should integrate creative problem-solving strategies into their writing lessons.
2. Training programs should be provided to equip teachers with techniques for fostering critical writing skills.
3. Future research should explore the long-term effects of creative problem-solving on writing and other EFL skills.
4. Schools should encourage collaborative and reflective learning environments to support creativity in writing.

References

-          Abdel-Haq, A. (2017). Writing as a Critical Language Skill. International Journal of Education.

-          Al-bwli, Q. (2006). The Effectiveness of Using Brainstorming Strategy in Developing Creative Thinking in Islamic Education among Third Secondary Students in Tabouk City. Master Thesis. Mut’a University, Krak. Jordan.

-          Gorjian, B., Pazhakh, A., & Parang, K. (2012). Motivating Students for Critical Thinking in Writing. English Language Teaching Journal.

-          International Journal for Research in Education: Vol. 44: Iss. 2, Article 6.

-          Cohen, E. (2002). “Cooperative learning and the equitable classroom in a multicultural society”. Plenary presentation for IASCE conference. Manchester, England. June 2002.