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<p>Despite the central role of transformation in synthesis writing, the research into EFL (English as&#xa0;a foreign language) learners’ transformation is still scarce. Critical transformation constructed in this study was examined through comparing the instructional effect on argumentative synthesis writing and the self-efficacy for transformation. One hundred one Chinese undergraduate students in a comprehensive university were randomly assigned to either a control group of the traditional instruction condition (<i>N</i> = 50) or the experimental group of critical transformation instruction condition (<i>N</i> = 51). Participants twice completed tasks of synthesis writing and a survey of self-efficacy for transformation before and after instruction. The analysis of General Estimating Equations revealed a main effect of time as well as a group by time interaction effect in students’ writing products and self-efficacy. Specifically, while the identical two groups at the pretest both improved at the posttest, the experimental group was found to formulate higher quality argumentative synthesis and rate higher for their perceived ability to transform as a whole. These results suggested the explicit intervention of critical transformation helped students internalize the organization of good argument and connect the critical selection of competing sources to generate argumentative synthesis effectively.</p>

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Critical transformation in undergraduate students’ argumentative synthesis

  • 期刊论文

  • 发表日期：

    2026年4月24日

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  • Qin Zhou,
  • Liang Chen,
  • Qing Liu,
  • Fen Zhang,
  • Jianghua Lei

摘要

Despite the central role of transformation in synthesis writing, the research into EFL (English as a foreign language) learners’ transformation is still scarce. Critical transformation constructed in this study was examined through comparing the instructional effect on argumentative synthesis writing and the self-efficacy for transformation. One hundred one Chinese undergraduate students in a comprehensive university were randomly assigned to either a control group of the traditional instruction condition (N = 50) or the experimental group of critical transformation instruction condition (N = 51). Participants twice completed tasks of synthesis writing and a survey of self-efficacy for transformation before and after instruction. The analysis of General Estimating Equations revealed a main effect of time as well as a group by time interaction effect in students’ writing products and self-efficacy. Specifically, while the identical two groups at the pretest both improved at the posttest, the experimental group was found to formulate higher quality argumentative synthesis and rate higher for their perceived ability to transform as a whole. These results suggested the explicit intervention of critical transformation helped students internalize the organization of good argument and connect the critical selection of competing sources to generate argumentative synthesis effectively.