Moroccan High School EFL Teachers’ Perceptions and Practice of Critical Thinking Skills

Abstract

Critical thinking (CT) is a key soft skill in the twenty-first century constantly changing world. Teachers are, in principle, required to cultivate such skills in their students. Thus, effective implementation of CT requires teachers’ full grasp of the concept and positive perceptions of CT in classroom settings. The study explored Moroccan EFL high school teachers’ perceptions and practices of CT. It aimed to reveal how teachers implement CT in their teaching. The study addressed four research questions related to (i) the Moroccan EFL teachers’ perceptions of CT, (ii) the way they implement CT in their classroom, and (iii) the challenges they face and their views about the EFL textbook and national exam design. The study adopted a qualitative research methodology, incorporating in-depth phone interviews and open-ended questions used in self-reported written interviews along with document analysis. The findings revealed that although they demonstrated awareness of some strategies for teaching CT, many teachers failed to provide a formal definition of the concept. The challenges teachers face relate to teachers, students, the textbook, and the assessment method. The study concludes that teachers’ training in CT and the revision of the curriculum can positively impact their instructional practices, which will positively impact students’ CT development.