ENSURING INCLUSIVITY THROUGH CRITICAL THINKING IN EFL CONTEXTS

Abstract

This paper examines the extent to which students in a supervised undergraduate research project course felt equipped to work independently using a range of critical thinking skills developed within the course. As critical thinking is an important but challenging component in EFL (English as a Foreign Language) context, empowering students to engage in process-driven reading and writing can be seen to be inclusive. In this sense, inclusivity embraces the quality of embracing diverse skills, interests, competency levels and corresponding outcomes. Based on a qualitative study of student questionnaires and focus group interviews, this study concludes that students are able to comprehend, analyze and apply ideas and theories when given training and practice in these areas. Findings from an extensive questionnaire and student interviews show that EFL learners in the Arab world are capable of thinking critically, particularly when they research areas of significance to themselves and their society. Critical thinking should thus be seen as a series of teachable skills which enable the EFL student to create an individual piece of work which successfully incorporates academic writing skills and enables them to find their own voice. Providing opportunities for independent learning thus ensures inclusivity, equipping students with required skills.