Research Paper on As a foundation for historical reasoning, L1 and L2 writing-to-learn instruction

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Title: As a foundation for historical reasoning, L1 and L2 writing-to-learn instruction

Abstract: “Research on the benefits of writing for students’ education has been conducted in various situations. However, there has not been much study done on the possible consequences of historical learning reasoning using a WTL approach combined with two separate instructional languages. The primary purpose of the present study is to investigate the impact of a specific WTL lesson in two languages (L1 is Russian, and L2 is English) on the learning outcomes of historical reasoning. This essay summarizes the findings of a case study involving students in their first year of the history faculty. Learners participated in a logic module that included evidence-based direct instruction and a variety of WTL exercises. This instruction was delivered to them in small groups by a team of two teachers. The course primarily concentrated on various argumentation strategies, such as the structure of arguments, the validity of arguments, the distinction between facts and opinions, and the utilization of historical sources with supporting evidence. Before and after taking the course, the Critical Thinking Analytic Rubric was used to assess students’ levels of metacognitive competence, while a newly developed rubric was applied to evaluate students’ capacities in argumentation. The findings revealed a wide variety of good tendencies across all categories. Moreover, they appeared to support the concept that utilizing writing-to-learn strategies in both L1 and L2 facilitates the effective acceleration of the acquisition of disciplinary knowledge and abilities.

Keywords: critical thinking, historical reasoning, writing-to-learn, L1/L2 instruction, argumentation skills

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Paper Quality: SCOPUS / Web of Science Level Research Paper

Subject: ELT – English Language Teaching

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