Exploring Turkish EFL pre-service teachers’ perceptions of critical thinking and reading

Abstract

The process of critical thinking (CT) plays an important role in enhancing English language proficiency levels of learners, especially the reading and writing proficiency levels. Since there are not many studies focusing on the relationship between CT and critical reading (CR), the current study intended to measure Turkish EFL pre-service teachers’ CT disposition levels and CR self-efficacy levels together. 118 students studying at the department of English Language Teaching at a state university participated in the study. 36 of them participated in the semi-structured interviews. The quantitative data were analyzed via descriptive and inferential statistics. The qualitative data were analyzed through inductive content analysis. Findings of the study demonstrated that the students’ CT disposition and CR self-efficacy levels were found to be at moderate level. Results of the relationship between CT disposition levels and CR self-efficacy levels revealed that there was a statistically significant difference between them. As for the results of the semi-structured interviews, the students were aware of the concept “critical”; however, their CT and reading skills needed to be developed. Results of the study overall indicated that more importance should be given to CT and reading skills in the field of foreign language teacher education.