A Mixed-Method Action Research on Promoting Critical Thinking in the Classroom: Implications for EFL Teachers

Abstract

Since acquiring critical thinking is a necessity to make sense of today’s world, many teachers are looking for effective strategies that they can utilize in their classrooms to help students become apt critical thinkers. The present study, therefore, aims to investigate some of those strategies by adopting a mixed-method action research approach that was designed to implement, track, and evaluate the impact of integrating critical thinking-based instruction and activities as a part of the school curriculum to promote critical thinking skills and dispositions among Moroccan high school students. The significance of this study lies in its contribution to the field of critical thinking-based instruction in EFL education, as it can inform teachers, curriculum developers, and other education stakeholders on how to enhance students’ critical thinking. Hence, the main questions posed by this study dealt with identifying the most effective instructional activities to develop students’ critical thinking and their impacts on students’ critical thinking skills and dispositions. The study sample consists of a class of 14 students who were selected to participate in a four-stage action research cycle for one school year. The 14 students were also invited to complete a questionnaire, and then six of them were selected to take part in semi-structured interviews. The study’s findings reveal a noticeable and encouraging improvement in students’ critical thinking skills and dispositions. Furthermore, the study provides practical implications for EFL teachers to promote students’ critical thinking without disrupting the school curriculum.