Implementing Critical Thinking Skills by Libyan Teachers in EFL Classes
| المصدر: | مجلة التربوي |
|---|---|
| الناشر: | جامعة المرقب - كلية التربية بالخمس |
| المؤلف الرئيسي: | Al Borrki, Hawa Faraj (Author) |
| مؤلفين آخرين: | Al Habashi, Khadijah Ali (Co-Author) , Almashrgy, Amna Ali (Co-Author) |
| المجلد/العدد: | ع24 |
| محكمة: | نعم |
| الدولة: |
ليبيا |
| التاريخ الميلادي: |
2024
|
| الشهر: | يناير |
| الصفحات: | 1063 - 1077 |
| ISSN: |
2011-421X |
| رقم MD: | 1455352 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Critical Thinking | EFL Classes | Challenges | Strategies
|
| رابط المحتوى: |
عدد مرات التحميل
2
| المستخلص: |
This paper explores the integration of critical thinking skills in English as a Foreign Language (EFL) classrooms. The study takes place in Libyan EFL classrooms, at Elmergib University, Faculty of Education, and the data is collected from 10 teachers. To achieve this, aim the researchers employ mixed-methods, qualitative and quantitative methods. In qualitative the researchers use classroom observations. Whereas in Quantitative a questionnaire is used as a tool in collecting data. The findings indicate that teachers play an important role in the integration of critical thinking skills in EFL classrooms, which will help students develop skills such as analysis, inference, evolution and self-reflection. the main difficulties that face EFL teachers while employing critical thinking skills in classes are related to course books, extracurricular activities, big class numbers insufficient time and lack of training, but by using a number of strategies like problem - solving exercises, open-ended questions and group discussion, they can overcome these obstacles. |
|---|---|
| ISSN: |
2011-421X |
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