Brahim Abouyassine

PHD student / Agadir Morocco

DOI : https://doi.org/10.47191/ijsshr/v6-i8-31

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ABSTRACT

Exposure to theory in writing skill does not necessarily tell how effective a teacher and their instructions are in generating students’ critical thinking. This study investigates the extent to which teachers take into consideration their instructions and work on them to guide and develop their students’ critical thinking abilities. Writing can be perceived and gradually mastered if instructors reduce uninteresting prompts and dry topics as well as facing students with more critical thinking variables. Class observation and interviewing teachers are the variables used along with analysing samples of students’ productions to approach this study qualitatively. The finding of this study revolves around students’ proficiency and how to ameliorate it along with the use of advanced thinking modes and how to generate it. Mechanics and awareness of the topic are some of the pillars that fosters involving students more effectively into the task of writing focusing by so on coming up with new ideas to the topic by activating their critical thinking and using their visions to the topic presented.

KEYWORDS:

Critical thinking, Teacher’s instructions, writing skills, High school students.

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VOlUME 06 ISSUE 08 AUGUST 2023