Integrating Critical Thinking by P4Cs Into EFL Classes Through Integrated Language Skills

Abstract

This research aims to provide empirical evidence on the impact of integrating Philosophy for Children (P4C) strategies with English language teaching for EFL learners. While existing studies have extensively outlined the educational benefits of P4C across various educational contexts, limited research focuses on its application in ESL or EFL settings. Therefore, this study investigates the positive effects of integrating P4C into EFL classrooms, specifically in conjunction with integrated language skills activities. A total of 12 students, evenly divided between Istanbul and Muğla, participated in the study. The P4C group engaged in language skills activities integrated with P4C in their classrooms for four weeks, and the impact of these lessons was assessed using questionnaires. The study’s results demonstrate that P4C interventions significantly reduced students’ levels of English speaking anxiety, enhanced their motivation to learn English post-intervention, and improved both their receptive and productive language skills. These findings underscore the potential of P4C integration in EFL instruction, offering promising implications for language pedagogy and learner outcomes.