سارا صمدی

Given the increasing prevalence of online learning and the absence of a validated instrument for assessing the critical writing skills of Iranian EFL learners in Computer-Mediated Communication (CMC) contexts, this study aimed to develop and validate an analytic rubric to enhance critical writing in CMC environments. The participants were 236 EFL students and 10 EFL/ESL teachers, representing a diverse range of demographics, experiences, and qualifications. The rubric development process was guided by a comprehensive literature review, the administration of a critical thinking questionnaire, expert feedback, thematic analysis of semi-structured interviews, integration of Paul and Elder’s (2019) Intellectual Standards, and the development and application of a Likert-scale critical writing questionnaire. Subsequent pilot testing facilitated refinements based on feedback. Accordingly, the finalized analytic rubric featured four principal components: (1) Clarity, Accuracy, and Precision (CAP); (2) Relevance and Logic (RL); (3) Depth and Significance (DS); and (4) Breadth and Fairness (BF). A rigorous validation process, including expert evaluation, factor analysis, and structural equation modeling (SEM), confirmed the rubric's reliability and validity. The findings demonstrated satisfactory internal consistency, as well as convergent and discriminant validity. This study offers valuable pedagogical implications for English as a Foreign Language (EFL) teachers, learners, researchers, and curriculum developers.