Assessing Teachers’ Perceptions of Using Criticality-Enhancing English Language Materials inside EFL Classes
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 Second/Foreign Language (ESL/EFL) teachers is rigorously felt and is taken into consideratio...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Imam Khomeini International University, Qazvin,
2017-09-01
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| Series: | Journal of Modern Research in English Language Studies |
| Subjects: | |
| Online Access: | http://jmrels.journals.ikiu.ac.ir/article_952_96994d11f5bf7463fa6679cb44e634d6.pdf |
| Summary: | 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 Second/Foreign Language (ESL/EFL) teachers is rigorously felt and is taken into consideration. To this end, a researcher-made inventory, namely <em>Criticality-oriented English Teaching Perceptions Inventory (CEPTI)</em>, was distributed among 150 EFL teachers. The results of the questionnaire and follow-up face-to-face interviews indicated that teachers were still not 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. The pedagogical implications of the study are discussed. |
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| ISSN: | 2676-5357 2676-5357 |