A Theoretical Review of the Relationship Between FL Students’ Ability to Paraphrase Arguments and Their Critical Thinking Ability

EFL Education

This review investigates the complex relationship between academic writing and the development of critical thinking skills, with a particular focus on the ability of paraphrasing arguments. Paraphrasing is a cognitive process that requires the writer to engage deeply with source material, requiring them to analyze, synthesize and reinterpret information. In addition to fostering comprehension, this deep engagement also fosters the ability to assess the validity and relevance of varied viewpoints. By examining various studies and theoretical frameworks, this review highlights the importance of mastering paraphrasing techniques as a fundamental element of academic writing. Furthermore, developing paraphrasing proficiency is vital for enhancing critical thinking, which is, in its turn, vital in achieving progress in complex academic discourses. The implications of these findings suggest that educational practices should prioritize teaching paraphrasing strategies to enhance students' analytical capabilities and overall academic success.

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