Exploring Critical Thinking from the Teacher’s Eyes: The Case of the Department of English-Badji Mokhtar University-Annaba
| المصدر: | مجلة العلوم النفسية والتربوية |
|---|---|
| الناشر: | جامعة الشهيد حمه لخضر الوادي - كلية العلوم الاجتماعية والانسانية |
| المؤلف الرئيسي: | Sakraoui, Amel Haddoune (Author) |
| المجلد/العدد: | مج5, ع4 |
| محكمة: | نعم |
| الدولة: |
الجزائر |
| التاريخ الميلادي: |
2019
|
| الصفحات: | 256 - 267 |
| DOI: |
10.54001/2258-005-004-015 |
| ISSN: |
2437-1173 |
| رقم MD: | 1144655 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Critical Thinking | Instructional Strategies | Sophisticated Faculties | Learners of English as a Foreign Language | Teachers of English as a Foreign Language
|
| رابط المحتوى: |
الناشر لهذه المادة لم يسمح بإتاحتها. |
| المستخلص: |
the novel and increasingly changing forms of knowledge in the current world place a premium for university teachers to cultivate sophisticated faculties of rational reasoning and critical reflection in students. Following this line of thought, an investigation was carried out in order to probe into teachers’ use of instructional strategies that foster critical thinking in EFL learners. The present paper sought, therefore, to investigate particularly teachers’ role in developing critical thinking skills in learners of English as a foreign language. For this purpose, a survey questionnaire was designed, on the basis of readings from relevant literature, and given to teachers from the department of English at Badji Mokhtar university. Results were interpreted using both a qualitative and quantitative approach. In line with the underlying assumptions, the findings display significant implications as regards the implementation and teaching of instructional strategies to develop critical thinking in EFL classrooms. A set of pedagogical recommendations were suggested regarding teachers’ pivotal role in cultivating critical thinking in EFL students. |
|---|---|
| ISSN: |
2437-1173 |
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