Metacognitive and critical thinking practices in developing EFL students’ argumentative writing skills

This action research examined the roles of writing instruction involving metacognitive and critical thinking strategy on improvement argumentative skills college students in Indonesia. Argumentative is one pivotal topics among researchers investigating ways to improve college-level writing. study involved 88 three parallel classes enrolled skill development course. Employing Kemmis McTaggart’s (1988, 2014) model research, this employed a three-cycle semester, covering four stages learning tasks: understanding problem, monitoring students’ activities, problem-solving, assessment, conclusion drawing. Each cycle provided exercises hone skills. Referring criteria as baseline, analysis found that employing processes instructional treatments enabled their The finding indicates role incorporating metacognition