English language teaching
Maryam Soleimani; Zahra Aghazadeh
Abstract
Critical thinking (CT) abilities have failed to receive the necessary consideration in applied linguistics. Thus, this study was intended to explore English as a Foreign Language (EFL) academics’ and Doctor of Philosophy (PhD) candidates’ perceptions of embedding CT into the EFL curricula ...
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Critical thinking (CT) abilities have failed to receive the necessary consideration in applied linguistics. Thus, this study was intended to explore English as a Foreign Language (EFL) academics’ and Doctor of Philosophy (PhD) candidates’ perceptions of embedding CT into the EFL curricula in Iran. Moreover, it aimed to identify the primary obstacles teachers may have while employing CT skills, and suggest some necessary strategies to strengthen students' CT abilities. To do so, a total of 50 male and female EFL academics as well as 50 male and female PhD candidates specializing in Applied Linguistics, Linguistics and Literature, as well as Translation at different universities in Iran participated in this study. The present investigation employed a mixed-methods design. To this end, an adapted version of Stapleton's (2011) CT questionnaire was used. Moreover, semi-structured interviews were undertaken with a cohort of 5 EFL academics and 5 PhD candidates. The outcomes underscore the need for educational policymakers and curriculum developers to recognize the significance of CT in language learning and to infuse more systematic and explicit approaches to teaching CT in Iranian EFL context. The pedagogical implications of the study were accordingly discussed.
