Nguyen Le Ngoc Anh, Thai Cong Dan


Information literacy has proved to be one of the factors that help learners increase their writing academic in higher education institutions around the world. Therefore, developing information literacy curriculum for learners who speak English as a foreign language is of critical concern for librarians and English as a Foreign Language: EFL educators. However, in general, there is limited research about learners' information literacy experiences in English writing educational contexts. Therefore, this research fills a gap in the research, as it focuses on investigating the effects of EFL teachers’ use of the Information literacy model - Big6 on learners' argumentative writing. In this research, a mixed method combined both quantitative and qualitative designs was conducted to collect and analyze the data, including a pre-test and a post-test, questionnaires, classroom observations and semi- structured interviews. The findings show that there is a statistically significant difference between the writing performances at two time points of the experimental group who was taught English with information literacy skills. In addition, the findings indicate that EFL teachers and learners became more aware of the integration of information literacy skills into their teaching argumentative writing to learners. Key issues about training provision in this area were examined, and options of developing information literacy support for EFL learners were also discussed.

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Big6, EFL learners, EFL teachers, information literacy (IL), writing academic, argumentative writing, experimental research, ELTS

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DOI: http://dx.doi.org/10.46827/ejals.v4i1.293


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