Critical thinking and problem solving skills: English for science foundation program students’ perspectives

Victoria Tuzlukova, Katherine Usha Prabhukanth

Research output: Contribution to journalArticle

Abstract

Increasing demands of the contemporary labor market environment are having a direct bearing on the courses offered by higher education institutions worldwide, and Sultanate of Oman is not an exception. One of such responses verbalized by many educational policy makers and curriculum developers in the country is an expected high level of critical thinking and problem solving skills from the students who take ESP foundation program courses. This paper reports on a study that examines to what extent ESP foundation program courses at Sultan Qaboos University in Oman impart critical thinking and problem solving skills intended for empowering our students and developing their personalities. Broadly speaking, it aims to present a comprehensive view about how critical thinking and problem solving skills teaching and learning approaches, models and practices are adopted in the context of the ESP foundation programs in Oman. More specifically, using the example of English for Science foundation program courses, it focuses on a variety of issues and context-specific factors related to ESP and critical thinking skills teaching, learning and outcomes.
Original languageEnglish
Pages (from-to)37
Number of pages60
JournalCollection of papers of the faculty of philosophy of the University of Pristina
VolumeXLVIII
Issue number3
Publication statusPublished - 2018

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Oman
science
student
Teaching
educational policy
learning
personality
labor market
curriculum
education

Keywords

  • ESP, critical thinking, problem solving, foundation program, Sultanate of Oman

Cite this

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AB - Increasing demands of the contemporary labor market environment are having a direct bearing on the courses offered by higher education institutions worldwide, and Sultanate of Oman is not an exception. One of such responses verbalized by many educational policy makers and curriculum developers in the country is an expected high level of critical thinking and problem solving skills from the students who take ESP foundation program courses. This paper reports on a study that examines to what extent ESP foundation program courses at Sultan Qaboos University in Oman impart critical thinking and problem solving skills intended for empowering our students and developing their personalities. Broadly speaking, it aims to present a comprehensive view about how critical thinking and problem solving skills teaching and learning approaches, models and practices are adopted in the context of the ESP foundation programs in Oman. More specifically, using the example of English for Science foundation program courses, it focuses on a variety of issues and context-specific factors related to ESP and critical thinking skills teaching, learning and outcomes.

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