EFL Teachers' Perceptions of Implementing Critical Thinking in Teaching Reading: Focus on the Possible Hindrances

Abstract

The study explores Iranian English teachers' perceptions of the importance of critical thinking skills and the extent to which they practice their beliefs in real classroom setting. As a secondary purpose, the study discovered the possible hindrances in the way of implementing critical thinking in reading classes. Using a sequential mixed-methods design, data were collected through survey questionnaire, interviews and class observations from 4 universities and several English language institutes. Fifty participants took part in the study. A questionnaire with 16 closed-ended and two open-ended questions was utilized to collect data about the teachers' beliefs. For the next phase of the study, one teacher from among 10 teachers who showed strong beliefs was conveniently selected for class observation and interview. The results of one sample T-test and independent sample T-test indicated that teachers believed critical thinking was important and that there was not any significant difference between male and female regarding critical thinking. Qualitative analysis of the data showed that despite the teachers' strong beliefs about the importance of critical thinking, they did not implement it much in their classroom practices. The hindrances as well as the implications of the study are fully explained in the paper.