Teachers’ Perspectives: Developing Undergraduate EFL Learners’ Critical Thinking Skills

Adnan I. Abu Ayyash

European Journal of Education and Pedagogy, 2022, vol. 3, issue 4, 32-35

Abstract: This paper aims to explore EFL teachers’ perceptions of critical thinking (CT), its importance in EFL classes, and its teachability, which aims to develop undergraduate EFL learners’ skills. Not only does it present firsthand information about the teachers’ widespread understanding of CT, but it also analyzes the relevant instructional experience in depth. To provide an objective analysis of the EFL teachers’ conceptualization and visualization of CT skills in a home setting, a questionnaire has been distributed to a sample population of EFL teachers at Birzeit University in Palestine. This measuring tool provides a description of variables that affect implementing CT in class. The paper also tries to defend the need to equip teachers with an unambiguous thoughtful understanding of CT concepts and instructional strategies that develop learners’ ability to think critically. Based on the respondents’ answers, the paper concludes the discussion by confirming that critical-thinking-based instruction should be better practiced in EFL classes.

Keywords: Conceptualization; Critical Thinking; Instruction; Rubrics. (search for similar items in EconPapers)
Date: 2022
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Persistent link: https://EconPapers.repec.org/RePEc:epw:ejedu0:v:3:y:2022:i:4:id:30396

DOI: 10.24018/ejedu.2022.3.4.396

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