The Concept and Practice of Critical Thinking in EFL Classes in Benin: Prospects and Challenges—Ministry of Higher Education and Scientific Research, Republic of Benin

Sekoubaou, Abel, Gbènakpon

doi:10.22158/selt.v5n4p749

Abstract

<p><em>Critical Thinking, formerly viewed as a western concept is now taught to learners worldwide as an important skill in education. This study deals with the necessity of incorporating Critical Thinking teaching in EFL classes in Beninese secondary schools through pointing out its advantages and current challenges to implementation. To collect relevant data for the research, three instruments were used: The Cornell Critical Thinking Test Level X, questionnaire and class observation. The target population has consisted of one hundred and fifty high school learners and sixty EFL teachers. The learners were split into two groups: the control group and the experimental one. Both groups took the critical thinking test twice, as pre- and post- tests. The results of the test and answers provided by teachers have revealed that teachers do not teach critical thinking skills to their learners. Trying to understand the root cause of this situation, the researcher has found that Beninese EFL teachers are not trained to teach and assess critical thinking skills.</em></p>

Highlights

Beninese educational system has endured numerous reforms over the last three decades in order to adapt to today’s reality
This study deals with the necessity of incorporating Critical Thinking teaching in EFL classes in Beninese secondary schools through pointing out its advantages and current challenges to implementation
Trying to understand the root cause of this situation, the researcher has found that Beninese EFL teachers are not trained to teach and assess critical thinking skills

Summary

Introduction

Beninese educational system has endured numerous reforms over the last three decades in order to adapt to today’s reality. This study deals with the necessity of incorporating Critical Thinking teaching in EFL classes in Beninese secondary schools through pointing out its advantages and current challenges to implementation. Trying to understand the root cause of this situation, the researcher has found that Beninese EFL teachers are not trained to teach and assess critical thinking skills.

Results

Conclusion