The Practice and Challenges of Implementing Critical Thinking Skills in Omani Post-basic EFL Classrooms

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Abstract

The purpose of the current study is to investigate post-basic English teachers` practice of critical thinking skills
and the challenges they face while teaching skills in EFL classrooms. Three research questions were investigated
to achieve this purpose: 1-To what extent do EFL teachers use classroom behaviors that nurture critical thinking
at the post basic education schools? 2- Does EFL teachers’ practice of classroom behaviors that nurture critical
thinking skills vary according to gender? 3-What challenges do EFL teachers face when incorporating critical
thinking in their classrooms?
The sample was drawn from 12 post basic schools: 3 female schools, 3 male schools and 6 mixed gender schools.
The total number of grade 11 and 12 English teachers in these schools is thirty: 15 males and 15 females. To
accomplish the objectives and fulfill the purpose of the study, the study employed a questionnaire and an
observation form to collect the data needed to answer the research questions. On looking at the post-basic EFL
teachers’ use of behaviors nurturing critical thinking skills, the study reveals that post-basic English teachers
rarely use the behaviors that nurture critical thinking skills. The findings also show no significant difference
between males and females in the use of the behaviors that most nurture critical thinking skills, except for one
type of behavior. Moreover, the study results report some challenges that EFL teachers face when teaching
critical thinking; these are related to the course book, to extra-curricular activities, to class size and to training.
Original languageEnglish
Article numberISSN 1916-4742 E-ISSN 1916-4750
JournalEnglish Language Teaching
Volume10
Issue number12
Publication statusPublished - 2017

Keywords

  • critical thinking, EFL, challenges, implementation

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