Beyond Critical Thinking in Academic Writing: A Discourse Perspective

Rakhmawati Rakhmawati; Suwandi Suwandi; Dias Andris Susanto

doi:10.26877/mpp.v16i2.21136

Beyond Critical Thinking in Academic Writing: A Discourse Perspective

Rakhmawati Rakhmawati, Suwandi Suwandi, Dias Andris Susanto

Abstract

This study explores the use of blogs as a teaching tool in EFL writing classes, inspired by the increasing popularity of blogs among internet users. It focuses on students’ experiences with blogging as part of their writing assignments, where they post their work, provide peer feedback, and receive comments. The research was conducted in English Department classes at a university in Semarang, Central Java. A qualitative approach was used, with data collected from blog posts, peer feedback questionnaires, and interviews. The findings indicate that 95% of students found blogging an engaging activity, and 93% believed that giving and receiving feedback helped them improve their writing, particularly in grammar and vocabulary. The study highlights that blogging and peer interaction can enhance students’ writing skills, boost motivation, and build confidence through the revision process. The research aims to encourage English teachers to adopt blogging and peer feedback as effective strategies in EFL writing instruction and to design appropriate class activities for this purpose.

Keywords

Blog; Peer Feedback; Critical Thinking; Academic Writing; Discourse Perspective

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DOI: https://doi.org/10.26877/mpp.v16i2.21136