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The complexity of the writing skill, low literacy skills, interlanguage errors, low language proficiency, lack of critical thinking, poor information literacy and second language (L2) writing anxiety, which is supported by the two-semester course performance analysis, result in the poor writing skill among one of the Malaysian universities' undergraduates. A solution focusing on literacy, language, cognitive and psychological developments is highly needed to improve learners’ writing performance and critical thinking. In response to the writing needs of UiTM learners and instructors, as well as the limitations found in the existing web-based writing systems, a framework named Web-based Cognitive Writing Instruction (WeCWI) was formulated to develop a tool of web-based instruction (WBI) to facilitate the L2 writing process. This study aims to investigate the effectiveness of the WeCWI-enabled WBI tool using a blog on the writing performance and critical thinking level by conducting pre-and-post-tests using a quasi-experimental design. The duration of the study is two weeks, and a convenient sampling method was opted. Based on the analysis of two-tailed paired samples T-Test (p > .05), the results show that the writing performance and critical thinking of the learners improved slightly with no significant difference between the pre-test and the post-test for the writing performance and critical thinking respectively. These findings are essential to refine the WeCWI-enabled WBI tool, interface design, research procedure and instruments before carrying out the future study.

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The Effectiveness of WeCWI-Enabled Web-based Instructional Tool to Improve Writing Performance and Critical Thinking Level among Undergraduate Students