Lack of coherence in argumentative essays written by teenage English as Foreign Language (EFL) learners has been associated with and attributed to lack of critical thinking abilities. This aforementioned problem, in particular, has impeded students' ability to obtain high scores on the International English Language Testing System (IELTS) exam. In order to investigate potential interventions that will facilitate students' writing abilities in general and, more specifically, coherence, this study focuses on teaching two fundamental critical thinking tasks: Identify-Cause-and-Effect-Relationships and Divergent-Thinking. We conducted a quantitative experimental research with two classes at Mofid high school. Performing quantitative data analysis, we found that there is a significant difference in each class --class A and class B--before and after the treatment. Both classes improved; however, the difference between improvement levels for each task was negligible. The present study's implication is that the given tasks of critical thinking can make a valuable contribution to learners to become competent writers with regard to coherency.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.