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All Journal Wiralodra English Journal (WEJ) IKHLAS: Jurnal Pengabdian Dosen dan Mahasiswa PPSDP International Journal of Education CEMARA: Jurnal Pengabdian Masyarakat Multidisiplin Edukasi J-Shelves of Indragiri (JSI) EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics
Amri, Samsul
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Humanities Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Social Sciences Other

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Journal : PPSDP International Journal of Education

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Psychosocial Factors Contributing to Critical Thinking in Writing Skills: A Systematic Review of EFL Learners Amri, Samsul; Sulistiyo, Urip; Sartika, Delita
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.726

Abstract

Critical thinking (CT) in EFL writing is not solely a linguistic ability but a psychosocial process involving regulation, motivation, and social support. This study conducted a PRISMA-guided systematic review (2015–2024) across major databases, screening 364 records and including 20 empirical studies using quantitative, qualitative, and mixed-method designs. Given the heterogeneity of measures, narrative synthesis and vote counting were applied. The findings reveal that key psychosocial contributors to CT in writing include self-regulated learning (SRL) and metacognition, writing self-efficacy, resilience, motivation and grit, teacher autonomy support, feedback, classroom climate, peer collaboration, emotion regulation, and technology-mediated feedback. A cascade model is proposed in which Teacher Autonomy Support and Classroom Climate influence Engagement, which then promotes SRL and Metacognition, leading to Writing Self-Efficacy, Resilience, and Motivation, and ultimately enhancing Critical Thinking in Writing. These relationships are shaped by learners’ anxiety and emotion-regulation capacities, and further strengthened by technology-supported learning environments. The review recommends integrating SRL cycles, autonomy-supportive feedback, peer reasoning routines, and emotion-regulation strategies into EFL writing instruction. Overall, this work offers an evidence-informed framework that connects psychosocial dynamics with reasoning quality in EFL writing and provides a broader conceptual foundation for advancing research in language learning and learner development.
Co-Authors A. Muthalib Aditya, Arrahman Anisa Dela, Ica Delita Sartika Edi Ardian, Edi Herandani, Cessy Hidayah, Zezi Jena Mardhika Maizarah Maizarah, Maizarah Melda Yeni Mustajib, Agus Nani Agustina - AMIK BSI Jakarta, Nani Agustina Nur Asiah Nursita, Wahyuni Permana, Resky Pratama, Niko Zulni Salmiati Salmiati, Salmiati Sari, Sella Rizna Sauhana, Felci Tria Sri Erma Purwanti, Sri Erma Sulistiyo, Urip syafrizal Syafrizal Syafrizal Wahyuni Sari Zivah, Alfoni Farhana