Practitioners’ Perspective towards Critical Thinking Practices in ESL Classrooms and Critical Thinking Theories.

Abstract

Current research aims at evaluating English language teachers’ attitude towards incorporating critical thinking in language education at university level in Pakistan. By interviews of ten instructors, their perceptions regarding critical thinking was uncovered. Another purpose of this research is to evaluate teachers’ behavior towards conducting critical thinking and how they use to reflect on students’ activities. Study revealed that unfortunately language teachers at university level are working on limited definitions of critical thinking, so true essence of critical thinking is not conveyed to learners which hinders their academic performance and professional growth. Study suggests there is a dire need of conducting teacher trainings at university level where they are equipped with critical thinking strategies teachers can adapt according to their situations.