مشروع البحث: Implementing Critical Thinking Skills in Libyan EFL Classroom: Zintan Secondary School Teachers’ Perspectives and Challenges
تحميل...
المساهمين
الممولين
رقم التعريف
2-6
الباحث
صفاء محمد حسين بن عيسى
الوصف
This study explored the Libyan EFL secondary school teachers’ perspectives on implementing critical thinking in their lessons and the possible challenges they encountered to address gaps between teachers’ theoretical knowledge and practical application. Despite growing interest in educators’ perspectives and challenges regarding critical thinking integration at the university level, limited research explored the secondary school level, particularly in Zintan. Using a mixed-methods research design to answer the research questions, data were collected from 50 participants in a questionnaire and six participants in the semi-structured interviews. The questionnaire consisted of the modified versions of Teaching Perspectives Inventory (TPI) survey items and constructs, while interview questions were adopted from previous research. A descriptive analysis was used to analyse quantitative data and thematic analysis for qualitative data.
The results showed that while EFL teachers had positive attitudes and strong intentions towards implementing critical thinking into EFL classrooms, still their practical incorporation was limited. Teachers preferred reading and speaking skills to teach critical thinking, but its use across other language skills was inconsistent. Additionally, teachers’ attitudes and beliefs toward sociocultural practices integration had a direct effect on their intentions to effectively and contextually incorporate critical thinking. Major challenges involved time limitations, lack of training, exam-orientated assessment policy, and a limited amount of follow-up and feedback, suggesting the inquiry of professional development programmes, curriculum and assessment policies reforms. Finally, the study highlighted the necessity of further research on analysing teachers’ training courses and pedagogies, which contribute to EFL education by offering insights for educators, policymakers, and curriculum designers on enhancing critical thinking implementation.
الكلمات الدالة
اللغة الأنجليزية