The effect of critical viewing on the critical writing skills of the translation studies students

Main Article Content


Developing translation students’ critical writing skills is an important issue in academia since they are expected to be critical thinkers and contribute to the field of study. The most important precursor of critical writing is critical reading which is an active, probing, and recursive approach to interpret and use the information and ideas from the text. Meanwhile, keeping in mind the vast explosion of mass media products and technology, critical viewing is unavoidable serving the same purpose of hard-copy texts. Moreover, in recent years, the role of literature as the main component and material of its original texts has accelerated as a teaching of critical thinking and writing rather than a final goal. This paper aims to examine the effect of critical viewing and reading of literary texts on the critical writing skills of undergraduates of the Department of Translation and Interpreting. “Ennis - Weir Critical Thinking Essay Test”, designed by Ennis and Weir in 1985, was used to identify the impact of critical viewing and reading on critical writing skills. In this quasi-experimental study ANOVA, Kruskal- Wallis, and T-test were used to analyze the impact of critical viewing and reading on the critical writing skills of the 30 undergraduates.

Article Details

How to Cite
Demirbulak, D., & Bodur, K. (2021). The effect of critical viewing on the critical writing skills of the translation studies students. Advances in Social Sciences Research Journal, 8(3), 88-113.


1. Akbıyık, C., & Karadüz, A., (2014). Beşinci Sınıf Öğrencilerinin Televizyon Reklamlarına Yönelik Alımlamalarının Eleştirel Düşünme Düzeylerine Göre Karşılaştırılması, [Comparison of Fifth Grade Students' Perceptions on Television Commercials According to their Critical Thinking Levels] Mustafa Kemal University Journal of Social Sciences 11 (25), 1-18.
2. Azin, N. and Tabrizi, H. H. (2016). The relationship between critical thinking ability of Iranian English translation students and their translation ability. Theory and Practice in Language Studies, Vol. 6(3), 541-548,
3. Bayat, S., (2014). Primary Teachers’ Opinions about the Difficulties Encountered in the application of the basic reading and writing Curriculum. Elementary Education Online, 13(3), 759- 775.
4. Belcher, D.D., & Hirvela, A., (2000). Literature and L2 composition: revisiting the debate article. Journal of Second Language Writing, 9(1):21-39
5. Booth, A., (2003). Evidence-Based Practice for Information Professionals. New York:Facet Publishing.
6. Cadiero-Kaplan, 2002. Literacy ideologies: critically engaging the language arts curriculum. Language Arts 79(5):372-81
7. Çınar, S., (2012). Akran desteği: Geçerlik güvenirlik çalışması. Marmara Üniversitesi Sağlık Bilimleri Enstitüsü Dergisi, 2(1), 1-7.
8. Demirbulak, D., (2013). Discovering Anatolian Teacher-High School Students' perceptions of EFL classroom teaching/ learning activities and becoming an EFL teacher and what the EFL teachers think about their perceptions and deliberate curriculum making. Kastamonu Education Journal, 21(4), 1641-1660.
9. Dewey, J. (1909). Moral Principles in Education. Cambridge:The Riverside Press.
10. Dunlonsky, J. (2013). Improving students` learning with effective learning techniques: promising directions from cognitive and educational psychology. London:SAGE Publications
11. Ennis, R., H., & Weir, E., (1985). The Ennis- Weir Critical Thinking Essay Test. USA:Midwest Publications
12. Fahim, M., Bagherkazemi, M., Alemi, Minoo. (2010). Thinking ability and their performance on the reading section of TOEFL. Journal of Language Teaching and Research, 1(6), 830
13. Freire, P., (1978). Alfabetização de Adultos: é Ela Um Quefazer Neutro? Educação & SociedadeCampinas. 1(1), 64–70
14. Halpern, D.F. (1999). Teaching for critical thinking:helping college students develop the skills and dispositions of a critical thinker. New Directions for Teaching and Learning 80(19, 69-74.
15. Hanauer, D.I., (2001). Focus-on-cultural understanding: literary reading in the second language Classroom. CAUCE 24, 389-404.
16. Houde, P., (2004). Parallel radiations in the primary clades of birds. Evolution 58(11), 2558-73.
17. İskifoğlu, G., (2014). Cross-cultural equivalency of the California Critical Thinking Disposition Inventory. Educational Sciences: Theory and Practice, 14 (1), 159-178
18. Jacobus, L.A., (1998). A world of ideas: essential readings for college writers. USA: Bedford Inc.
19. Jahromi, P., & Suzani, S.M., (2016). A study of relationship between translation studies students Theory and Practice in Language Studies 6(9), 1855-1860.
20. Kamali, Z., & Fahim, M. (2011). The Relationship between critical thinking ability of Iranian EFL learners and their resilience level facing unfamiliar vocabulary items in reading. Journal of Language Teaching and Research, 2(1), 104-111.
21. Kavaliauskiene, G., & Kaminskiene, L., (2009). Competences in translation and interpreting. Vertimo Studijos, 2, 133-146.
22. Kazu, İ., & Şentürk, M., (2010). Teacher opinions concerning development of critical thinking skills by the primary curriculum. International Online Journal of Educational Sciences, 2(1), 244-266.
23. Kim, D. (2004). The implicit life satisfaction measure. Asian Journal of Social Psychology, 7, 232- 262.
24. Li, J., (2002). Learning models in different cultures. New Directions for Child and Adolescent Development, 96, 45-64.
25. Mango, C. (2010). The role of metacognitive skills in developing critical thinking skills. Metacognition and Learning, 2(2), 137-156.
26. Mashadi, M., Mohajeri, K. & Nayeri, D. (2008). A quality-oriented approach toward strategic positioning in higher education institutions. International Journal of Social Sciences, 2(4), 31-38.
27. McLaughin, M., & G., DeVoogd, (2004). Critical Literacy as Comprehension: Expanding Reader Response. International Reading Association, 48(1), 52-62
28. Mertens, D.M., (1998). Research methods in education and psychology: integrating diversity with quantitative and qualitative approaches. USA:SAGE Publications
29. Mohseni, A. & Satariyan, A. (2011). The relation between critical thinking and translation Quality. Journal of Language and Translation, 2(2), 23-32.
30. Moon, J., (2008). Implicit" and explicit CSR: a conceptual framework for a comparative understanding of corporate social responsibility. The Academy of Management Review, 33(2), 1-26.
31. Muhammedi, M.N., Heidari, F., & Niry, N. D. (2012). The relationship between critical thinking ability and reading strategies used by Iranian EFL learners. English Language Teaching, 5(10), 192-198.
32. Myers, B. E., & Dyer, J. E. (2006). The consequences of student learning style on critical thinkingskill. Journal of Agricultural Education, 47(1), 43-52. Retrieved september, 2018 from
33. Newmark, P., (1988). A Textbook of Translation. London:Prentice Hall Inc.
34. Nikoopour, J., Amini Farsani, M., & Nasiri, M. (2011). On the relationship between critical thinking and language learning strategies among Iranian EFL learners. Journal of Technology & Education, 5, 195-200.
35. Oatley, K. (2016). Fiction simulation of social worlds. Trends in Cognitive Sciences, 20 (8), 618- 628.
36. Özgan, H., (2010). “Küreselleşmenin İlköğretim Kademesindeki Eğitim Sürecine Etkilerine İlişkin Öğretmen Görüşleri, Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, Issue: 19, pp: 1-22
37. Panou, D. (2013). “Equivalence in Translation Theories: A Critical Evaluation
Theory and Practice in Language Studies 3(1):1-6. DOI:
38. Paul, R., & Elder, L., (2006). Critical thinking: the nature of critical and creative thought. Journal of Developmental Education, 30(2), 34–35.
39. Pham, C. (2017). Reading comprehension and translation performance of English linguistics students of Hung Vuong University: a correlational study. International journal of English language and translation studies, 5(3), 79-85.
40. Perkins, D. N. And Salomon, G. (1989). Are cognitive skills context-bound? Educational Researcher, 18(1), 16-25.
41. Rahemi,E.,&Jufri, J., (2013).A correlational between reading comprehension and translation ability: a correlation study on fourth year students at English department of UNP. Journal of English Language Teaching, 1(2),1-9.
42. Rashid, R. A., & Hashim, R. A. (2008). The Relationship between critical thinking and language proficiency of Malaysian and undergraduates. Proceeding of the EDU-COM 2008 International Conference, Symposia and Campus Events, 19-21.
43. Sage, H., (1987). Incorporating Literature in ESL Instruction. New Jersey: Prentice Hall
44. Scriven, M., (1987). Critical Thinking and the Concept of Literacy. Informal Logic, 9(2), 93-110.
45. Sloman, F. & Fernbach, P. (2018). The knowledge illusion: why we never think alone. Penguin Random House.
46. Siregar, M., Pandiangan, S., & Anwar, D. (2018), Planning production capacity using time series forecasting method and linear programming. Engineering Management Research, 7(2), 20- 29.
47. Sriwantaneeyakul, S., (2018). Critical reading skills and translation ability of Thai EFL students: pragmatic, syntactic, and semantic aspects. English Language Teaching, 11(4), 1-14.
48. Starkey, K., (2004). Rethinking the business school. Journal of Management Studies, 41(8), 1521- 1531.
49. Ünal, & Ilgaz, (2005). Birinci kademe ilköğretim sosyal bilgiler ders kitaplarındaki coğrafya konularının öğrencilerin soru sorma ve eleştiri yapma becerilerine olan katkısı. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6(2), 129-139.
50. Widiasari, R., Supraman, U., & Sudirman, S., (2015). The correlation between students’ translationability and reading comprehension. E-JET, 4(4), 1-10.
51. Wilss, W., (1996). Knowledge and skills in translator behavior. USA:John Benjamins Publishing
52. Yapıcı, Ş., (2006). Çocukta Dil Gelişimi. Journal of Human Sciences, 1(1), 1-17.
53. Yeşilpınar, M., (2011). Sınıf öğretmenlerinin ve öğretmen adaylarının eleştirel düşünmenin öğretimine yönelik yeterliklerine ilişkin görüşleri. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 43(2), 57-82.
54. Yılmaz Virlan, A , Demirbulak, D. (2020). EMI or TMI? A Study on the Effect of English Medium Instruction on Students’ Success and Motivation . International Journal of Academic Research in Education, 6 (1) , 76-85 . DOI: 10.17985/ijare.836119