Critical Thinking: EFL Teachers' Perceptions and Barriers

Abstract

This study explores the perceptions of English as a Foreign Language (EFL) teachers towards critical thinking and the challenges they face in promoting it while teaching. Critical thinking is increasingly regarded as a vital skill for students in today's complex and fast-changing world. Fostering critical thinking in English as a Foreign Language classroom presents several challenges, including rigid curricula, insufficient teacher training, and cultural constraints. The study adopted a mixed-methods approach combining both qualitative and quantitative research design, both a survey and semi-structured interviews were utilized with sixteen EFL teachers at the Foundation program at Dhofar University in Oman. Findings revealed that while educators recognize the significance of critical thinking skills, they encounter substantial challenges such as limited professional development opportunities, exam-oriented teaching focus, and students’ resistance to engaging in critical thinking activities. The study highlights the urgent need to institutional support, targeted training programs, and curriculum reforms to empower EFL teachers in effectively nurturing critical thinking skills among their EFL learners.