Description

This study was an attempt to investigate the effects of critical thinking techniques and constructivist learning techniques on writing skill among EFL learners. For this purpose, 60 learners of a total number of 120 upper-intermediate learners studying at National Institute of English Language were chosen through a piloted PET. The 60 learners were thus divided into two groups and each ones was taught writing through one of the two procedures of critical thinking and constructivist learning techniques. At the end of the study, the participants in two groups were given a writing test. The comparison of the means of the two groups on the posttest exposed that there was no significant difference between using critical thinking techniques and constructivist learning techniques on EFL learners' writing.