Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.11889/7052
Title: Teachers’ Perspectives: Developing Undergraduate EFL Learners’ Critical Thinking Skills
Authors: Abu Ayyash, Adnan 
Keywords: English language - Study and teaching - Foreign speakers;Conceptualization;Critical thinking - Study and teaching;Instruction
Issue Date: 21-Jul-2022
Publisher: European Journal of Education and Pedagogy
Journal: European Journal of Education and Pedagogy 
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.
URI: http://hdl.handle.net/20.500.11889/7052
DOI: https://doi.org/10.24018/ejedu.2022.3.4.396
Appears in Collections:Fulltext Publications

Files in This Item:
File Description SizeFormat
Developing Undergraduate EFL Learners’ Critical Thinking Skills.pdf390.01 kBAdobe PDFView/Open
Show full item record

Page view(s)

120
checked on Jun 27, 2024

Download(s)

125
checked on Jun 27, 2024

Google ScholarTM

Check

Altmetric


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.