Enhancing EFL Learners’ Critical Writing Skills in Computer-Mediated Communication: A Comparative Study of Proactive versus Reactive Focus-on-Form Instruction

Subject Areas : Journal of Studies in Learning and Teaching English

Sara Samadi ¹ , Mohammad Hashamdar ²

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Received: 2025-05-12 Accepted : 2025-07-10 Published : 2025-09-13

Keywords: Computer-mediated communication, critical writing, proactive focus-on-form instruction, reactive focus-on-form instruction,

Abstract :

Among the substantial body of research investigating the effects of different varieties of Focus-on-Form (FonF) instruction in language teaching, little attention has been given to its impact on learners’ critical writing skills. This quasi-experimental study examined the effects of Proactive and Reactive FonF instruction on developing critical writing skills among English as a Foreign Language (EFL) learners in Computer-Mediated Communication (CMC) contexts. As part of the instructional intervention, critical writing was taught using both Reactive and Proactive FonF approaches. Following the administration of the Oxford Placement Test (OPT), 100 advanced EFL learners were selected and assigned to two experimental groups. Each group was further categorized into critical and non-critical thinkers by taking a standard critical thinking questionnaire. To measure participants’ progress, compositions based on the class discussion topics were collected both prior to and following the intervention. The findings revealed no significant difference between non-critical thinkers under either instructional condition. While some positive effects were observed in the overall sample, the most substantial gains were seen among critical thinkers, with those who received Reactive FonF instruction outperforming those in the Proactive FonF group. These results suggest that Reactive FonF instruction may yield greater benefits for learners with higher critical thinking skills, particularly in improving critical writing skills. The study offers effective pedagogical implications for educators, curriculum designers, and educational policymakers.

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