The effects of reflective writing on EFL student-teachers’ critical thinking: a quasi-experimental study

Gemechu Tola Chala (), Adinew Tadesse Degago, Abera Admassu Endashaw and Alemayehu Getachew Tsegaye
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Gemechu Tola Chala: Department of English Language and Literature, Haramaya University
Adinew Tadesse Degago: Department of English Language and Literature, Haramaya University
Abera Admassu Endashaw: Department of English Language and Literature, Haramaya University
Alemayehu Getachew Tsegaye: Department of English Language and Literature, Haramaya University

Palgrave Communications, 2025, vol. 12, issue 1, 1-11

Abstract: Abstract Critical thinking (CT) enables EFL students in Ethiopia to analyze language, solve problems, and adapt to academic and real-life challenges, while reflective writing (RW), as an independent variable, supports them to think and reflect about experiences to learn better. This study examined English as a Foreign Language (EFL) student-teachers’ CT using a quasi-experimental method. The participants were first-year second-semester EFL diploma trainees at Asella College of Teacher Education (ACTE), comprising two intact groups: an experimental group (D1) and a control group (D2). The study employed MANCOVA (Analysis of covariates) as a statistical model, considering age, Ethiopian University Entrance Examination (EUEE), and pretest results. In addition, the California Critical Thinking Skills Test (CCTST) was used to assess both the students’ prior skills and post-intervention. The MANCOVA analysis revealed that RW significantly improved all aspects of CT with p

Date: 2025
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DOI: 10.1057/s41599-025-05643-9

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