EXPLORING TEACHERS’ PERCEPTIONS OF 21ST CENTURY SKILLS IN TEACHING AND LEARNING IN ENGLISH LANGUAGE CLASSROOMS IN OMAN’S HIGHER EDUCATION INSTITUTIONS

Saleh Al-Busaidi, Victoria Tuzlukova, Samantha Burns, Galina Bugon

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Abstract

This paper addresses the need to ensure that higher education is suitably adapted to equip students with effective skills, which are regarded key requirements for a successful professional career in the 21st century, and draws attention to the importance of these skills. In more detail, it reports on the result of a study conducted across higher education providers in the Sultanate of Oman that focused on teachers’ critical thinking skills’ conceptual knowledge and understanding; their views and perception of critical thinking in relation to the English language classroom; and the teaching and professional development of critical thinking. Findings reveal that teachers perceive the importance of employing critical thinking skills in their teaching, yet they lack support in their implementation. Both at an institutional level and in terms of professional development, there is scope for improving how critical thinking is incorporated in English language classrooms, instructional approaches and teaching materials.
Original languageEnglish
Pages (from-to)191-203
Number of pages12
JournalJOURNAL OF TEACHING ENGLISH FOR SPECIFIC AND ACADEMIC PURPOSES
Volume6
Issue number1
Publication statusPublished - 2018

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English language
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Oman
professional career
teaching materials
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title = "EXPLORING TEACHERS’ PERCEPTIONS OF 21ST CENTURY SKILLS IN TEACHING AND LEARNING IN ENGLISH LANGUAGE CLASSROOMS IN OMAN’S HIGHER EDUCATION INSTITUTIONS",
abstract = "This paper addresses the need to ensure that higher education is suitably adapted to equip students with effective skills, which are regarded key requirements for a successful professional career in the 21st century, and draws attention to the importance of these skills. In more detail, it reports on the result of a study conducted across higher education providers in the Sultanate of Oman that focused on teachers’ critical thinking skills’ conceptual knowledge and understanding; their views and perception of critical thinking in relation to the English language classroom; and the teaching and professional development of critical thinking. Findings reveal that teachers perceive the importance of employing critical thinking skills in their teaching, yet they lack support in their implementation. Both at an institutional level and in terms of professional development, there is scope for improving how critical thinking is incorporated in English language classrooms, instructional approaches and teaching materials.",
author = "Saleh Al-Busaidi and Victoria Tuzlukova and Samantha Burns and Galina Bugon",
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AU - Burns, Samantha

AU - Bugon, Galina

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AB - This paper addresses the need to ensure that higher education is suitably adapted to equip students with effective skills, which are regarded key requirements for a successful professional career in the 21st century, and draws attention to the importance of these skills. In more detail, it reports on the result of a study conducted across higher education providers in the Sultanate of Oman that focused on teachers’ critical thinking skills’ conceptual knowledge and understanding; their views and perception of critical thinking in relation to the English language classroom; and the teaching and professional development of critical thinking. Findings reveal that teachers perceive the importance of employing critical thinking skills in their teaching, yet they lack support in their implementation. Both at an institutional level and in terms of professional development, there is scope for improving how critical thinking is incorporated in English language classrooms, instructional approaches and teaching materials.

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