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1. Full name: Mai Thị Hiền
2. Sex: Female
3. Date of birth: 05/10/1979
4. Place of birth: Thanh Hóa
5. Admission Decision number: 1493/QĐ-ĐHNN dated 26/06/2019 by the Rector of University of Languages and International Studies
6. Changes in academic process:
- Decision No. 1201/QĐ-ĐHNN issued by the Rector of University of Languages and International Studies dated 30/05/2022 on extension of doctoral study (from June-2022 to June-2024).
- Decision No. 1150/QĐ-ĐHNN issued by the Rector of University of Languages and International Studies dated 24/05/2023 on re-appointing supervisors. And
- Decision No. 1211/QĐ-ĐHNN issued by the Rector of University of Languages and International Studies dated 30/05/2023 on change in thesis name.
7. Official thesis title: English majored students’ perceptions and practices of critical thinking in academic writing: A study at a university in Vietnam
8. Major: English language teaching methodology
9. Code: 9140231.01
10. Supervisors: 1. Assoc. Prof. Dr. Nguyen Thi Mai Huong
2. Dr. Huynh Anh Tuan
11. Summary of the new findings of the thesis:
The study on English-major students' perceptions of critical thinking in academic writing revealed insights through their responses, encompassing both open-ended survey data and writing samples. Three foundational themes emerged: Analysis and Logical Reasoning, Structured Approach, and Research-Based Methods. Participants exhibited systematic approaches, utilizing logical reasoning, evidence, and organizational skills. They employed frameworks for coherency and relied on authoritative sources. Noteworthy strategies included using empirical evidence, considering balanced perspectives, and engaging with prompts.
Challenges included effective expression, vocabulary limitations, coherence maintenance, logical consistency, nurturing creativity, generating original ideas, and dealing with uncertainties. Proposed strategies ranged from language proficiency improvement to sharpening logical reasoning skills. Participants demonstrated systematic analysis by meticulously reading, relying on evidence, and deconstructing core elements. Integrating diverse perspectives, counterarguments, and critical thinking played pivotal roles. Organizing ideas, clear thesis statements, substantial evidence, and diverse perspectives contributed to coherent and compelling essays. Participants valued self-evaluation and growth, with strategies including reviewing work, seeking knowledge, and aligning with grading expectations. Clarity, coherence, robust evidence, and critical evaluation were emphasized. They showed willingness to embrace new strategies and techniques for academic enhancement, despite some hesitation. Participants also emphasized research, diverse sources, logical arguments, and organization as pillars of quality academic writing. Continuous learning and exploration were prominent, reflecting their dedication to growth and improvement. In essence, their responses showcased their readiness to immerse themselves in learning, adapt to new methodologies, and improve their writing strategies, enriching the quality of their argumentative essay writing.
Upon analyzing participants' essays, themes emerged, including synthesizing diverse ideas, interweaving perspectives, argument construction, creative synthesis, personal motivation, intellectual openness, self-reflection, and self-confidence. These themes offered insights into the extent of EFL students' engagement in critical thinking through academic writing.
Participants demonstrated commitment to integrating diverse viewpoints but showed varying levels of success. Their argument construction skills improved progressively. Creative synthesis skills needed further honing. Personal motivation impacted their engagement, and intellectual openness called for more balance. Self-reflection was lacking explicit evidence. Self-confidence remained consistent, with room for growth.
In summary, participants' responses provided a comprehensive understanding of their perceptions and strategies concerning critical thinking in academic writing. Their eagerness for learning and adaptation enriched the depth and quality of their argumentative essay writing. The analysis unveiled a tapestry of themes encompassing diverse synthesis, argument construction, creative challenges, personal development, and more. These findings underscored EFL students' proactive engagement in cultivating critical thinking skills through academic writing.
12. Practical applicability, if any:
The research findings hold substantial practical applicability in enhancing the understanding and promotion of critical thinking in academic writing. By outlining key components such as logical reasoning, analysis and evaluation skills, personal motivation, intellectual openness, self-reflection, and self-confidence, the study equips educators, curriculum developers, and institutions with a comprehensive framework to bolster students' critical thinking abilities. These insights offer tangible value in refining instructional methods, designing curricula, and providing targeted support for students. The research's empirical contributions, including quantitative and qualitative insights, spotlight areas where participants comprehend critical thinking in writing, such as analysis, evaluation, motivation, openness, and logical reasoning. These insights provide valuable guidance for educators to develop effective interventions and strategies that address challenges faced by students. In summary, the research holds practical significance by offering educators a structured approach to nurture critical thinking skills in academic writing, facilitating students' growth as adept writers and thinkers.
13. Further research directions, if any:
- Investigate the effectiveness of targeted instructional interventions to enhance critical thinking aspects identified in the research, addressing challenges like language proficiency, coherence, research, and idea generation.
- Conduct longitudinal studies to track the development of critical thinking in academic writing among students over time, revealing patterns of growth and factors contributing to sustained improvement.
- Compare critical thinking development across different educational contexts to understand the influence of cultural and institutional factors on students' engagement and perceptions.
- Explore the practical application of critical thinking skills developed through academic writing in real-world problem-solving and decision-making scenarios.
- Conduct qualitative studies using methods like think-aloud protocols or interviews to gain deeper insights into students' cognitive strategies during argument construction, evidence evaluation, and idea synthesis.
14. Thesis-related publications:
Mai Thi Hien (2020). Vietnamese EFL tertiary students’ perceptions of critical thinking and characteristics of a critical thinker. 2020 International Graduate Research Symposium & 10th East Asia Chinese Teaching Forum, 482-499. University of Languages and International Studies, VNU: Vietnam National University Press, Hanoi.
Mai Thi Hien (2020). Mức độ nhận thức về Tư duy phản biện của SV không chuyên Anh trường Đại học Tài nguyên và Môi trường Hà Nội. Tạp chí Giáo dục, Số đặc biệt Kỳ 2 tháng 11/2020, Bộ Giáo dục và Đào tạo.
Mai Thi Hien (2021). Critical thinking practices in non-English majored students in Vietnamese tertiary education. 2021 International Graduate Research Symposium, 772-782. University of Languages and International Studies, VNU: Vietnam National University Press, Hanoi.
Mai Thi Hien (2021). Kỹ năng Tư duy phản biện trong lớp học tiếng Anh – Nghiên cứu trường hợp tại trường Đại học Tài nguyên và Môi trường Hà Nội. Tạp chí Giáo dục - Số đặc biệt tháng 10/2021, Bộ Giáo dục và Đào tạo
Mai Thi Hien, Huynh Anh Tuan, Nguyen Thi Mai Huong (2023). Exploring prioritized features of critical thinking in academic writing among English major students. 2023 International Graduate Research Symposium, 682-691 University of Languages and International Studies, VNU: Vietnam National University Press, Hanoi.
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