Exploring Teachers’ Perceptions of Critical Thinking in English Language Classrooms in Higher Education: A Case of EFL Teachers

Abstract

Language teachers are usually proficient in teaching language skills but may not always receive training in fostering critical thinking abilities that guide effective learning. Existing literature underscores the pivotal role of teacher behaviours in shaping students’ critical thinking development. However, educators can effectively incorporate critical thinking into their instructional methods only when they possess a clear conception of what critical thinking entails. This study aims to investigate the perceptions of critical thinking among Algerian university teachers and the strategies they employ to integrate critical thinking into their courses. A qualitative research approach was employed, involving structured interviews with Algerian English lecturers from various higher education institutions, including educators from the Higher Training Teacher’s College of Oran, the University of Mostaganem Abdelhamid Ibn Badis, and the University of Oran 2 Mohamed Ben Ahmed. A total of fifteen teachers participated in the interviews. The findings indicate that while a majority of teachers exhibit sound knowledge of critical thinking, they often lack the necessary support for its effective implementation, leading them to primarily focus on subject matter comprehension. Moreover, these educators encounter various challenges in teaching critical thinking and express the need for additional support in this aspect. Consequently, the study underscores the demand for tailored professional development programs aimed at integrating critical thinking into the English language curriculum, materials development, and pedagogical practices.

Keywords

• critical thinking
• English language teaching
• teacher perceptions
• teaching practices
• teaching strategies