Exploring Moroccan English Teachers' Perception towards the Use of Interactive Tools in Teaching English as a Foreign Language on the Development of Critical Thinking Skills in Young Students: The Case of Extra-curricular Activities

Abstract

Recently, the Moroccan government has launched innovative projects in the field of national education. The Kingdom of Morocco has decided to reform the education sector by placing more value on teaching English as a foreign language (EFL). This new emphasis directly aligns with the success the country has achieved in research and scientific innovation, with several achievements in production challenges, particularly in the automotive sector and aerospace maintenance. To meet the demands of the current market, parents have started showing interest in developing their children's language skills from a young age to prepare them for these new globalization challenges. In this context, several language centers have emerged to cater to this need, even though English is currently taught at both public and private educational institutions. In light of the aforementioned advancements, the objective of this article is to examine the effectiveness of using interactive tools in the teaching of English as a foreign language as part of extra-curricular activities (ECAs) on the enhancement of critical thinking (CT) abilities of young learners. The focus will specifically be on how these interactive approaches contribute to the development of critical thinking skills among the younger generation. As part of this study, the researcher gathered information from a sample size of 40 Moroccan English teachers, males and females, teaching English as a foreign language who work in extra-curricular activities (ECAs) in different regions of Morocco. A questionnaire with open-ended and rating questions was used to collect their experiences and opinions regarding the impact of interactive tools in teaching English as a foreign language on the critical thinking of young students. The study used a mixed-method approach to analyze both qualitative and quantitative data, which permits to triangulate the findings and provides a holistic view and depth and breathe to the study, enabling to gain a comprehensive understanding of teachers’ perceptions towards using interactive tools on the enhancement of young learners aged (5 to 10 years). The statistical findings of the study showed that interactive tools contribute to the development of critical thinking skills among students. The results obtained from the analysis of teacher responses will provide valuable insights to assess the effectiveness of using interactive tools as pedagogical approaches and their impact on students’ critical thinking skills.