Developing Critical Thinking Skills in English Classrooms at the Secondary Level: Teachers’ Perspective

Abstract

This quantitative, descriptive research study investigated English teachers' perspective of critical thinking at secondary level. Sample of 100 participant (50 male, 50 female) was selected through random sampling. The data was collected using self-developed, 5-point Likert scale questionnaire. The data was analyzed using SPSS-20 software, with frequencies calculated for each response option. The results indicated that majority of respondents (92.4%) had knowledge about critical thinking, viewed it as important for teaching English (92%), and considered it crucial for 21st-century learning (91%). Most of teachers (90%) reported using different techniques, particularly questioning (95%), to develop the students' critical thinking skills. However, only 14% believed students were good at the critical thinking, while 44.7% disagreed with this notion. This highlighted a perceived gap between their efforts & students' abilities. It is concluded that English teachers have strong theoretical understanding of critical thinking and recognize its significance. Still, concerns exist about use of the current practices in fostering students' critical thinking skills. Addressing these areas could help bridge gap amid teachers' aspirations for critical thinking development & observed outcomes in their students