Assessing Teachers’ Perceptions of Using Criticality-Enhancing English Language Materials inside EFL Classes Journal Article

Writer: Ghadiri، Momene ؛ Tavakoli، Mansoor ؛

Journal of Modern Research in English Language Studies Spring 2016, Volume 3 - Number 2 ISC (‎27 page(s) - From 1 to 27 )

Keywords: critical thinking instruction CEPTI WGCTA FA

Abstract:

Explicit teaching may provide great opportunities for critical thinking to flourish. This paper examines the degree to which the need for developing such a critical view of language learning among English as a Second/Foreign Language (ESL/EFL) teachers is rigorously felt and is taken into consideration. To this end, a researcher-made inventory, namely Criticality-oriented English Teaching Perceptions Inventory (CEPTI), was distributed among 150 EFL teachers. The results of the questionnaire and follow-up face to face interviews indicated that teachers were not still ready for a change towards explicit teaching of criticality-oriented skills inside the English language classes. Subsequent to assessing teachers’ perceptions, Watson-Glaser Critical Thinking Appraisal, Form A (WGCTA-FA) was given to a total number of 100 EFL learners. Findings revealed that learners did not score high on the WGCTA. In the end, the pedagogical implications of the study are discussed.

Machine summary:

<H1>Assessing Teachers’ Perceptions of Using Criticality-Enhancing English Language Materials inside EFL Classes</H1> Momene Ghadiri* Assistant Professor, Language Center, Isfahan University of Technology, Isfahan <H1>Mansoor Tavakoli</H1> Full Professor, Department of English, Faculty of Foreign Languages, University of Isfahan Abstract Explicit teaching may provide great opportunities for critical thinking to flourish. The results of the questionnaire and follow-up face to face interviews indicated that teachers were not still ready for a change towards explicit teaching of criticality-oriented skills inside the English language classes. To take but one example, Asian international learners of English have been cited as either failing to use critical thinking or employing a variety of inappropriate styles of logic in their writing (Ballard &amp; Clanchy, 1988). (View the image of this page) Teacher participants who took part in this study were BA, MA, and PhD university students or holders of English Language and Literature, English Linguistics, Teaching English as a Foreign Language (TEFL), and English Translation degrees and ranged in age from 20 to 52. In this connection, a qualitative analysis of interviews helped the researcher identify a number of general trends as to whether and under what conditions criticality oriented components might be included in the English teaching syllabus:  All the teachers agreed upon the fact that the primary focus of EFL classes should be learning a language for communication and cognitive abilities including critical thinking though necessary should be in service of learning a foreign language.

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