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Instructional Strategies for Developing Critical Thinking in EFL Classrooms

Author

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  • Cairan Zhao
  • Ambigapathy Pandian
  • Manjet Kaur Mehar Singh

Abstract

In English as first language contexts, clear requirement for critical thinking (CT) has been listed in teaching guidelines and assessment criteria in higher education. At present, fostering language learners to be critical thinkers is valued in English as a foreign language (EFL) teaching as well; yet how to achieve the objective remains a challenge. Efforts have been made to seek appropriate ways to develop CT in various courses; although no single method has emerged as the best, some do seem to be effective when properly implemented. This paper focuses on three sets of research-supported teaching strategies which are useful in promoting CT and applicable to EFL classrooms; that is, explicit instruction, teacher questioning, as well as active and cooperative learning strategies. Meanwhile, common features of effective CT instruction are discussed, which aims to illuminate instructional strategies for CT at a macro level.

Suggested Citation

  • Cairan Zhao & Ambigapathy Pandian & Manjet Kaur Mehar Singh, 2016. "Instructional Strategies for Developing Critical Thinking in EFL Classrooms," English Language Teaching, Canadian Center of Science and Education, vol. 9(10), pages 1-14, October.
    • Handle: RePEc:ibn:eltjnl:v:9:y:2016:i:10:p:14
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    Cited by:

    1. Matias Marin & Luisa Pava, 2017. "Conceptions of Critical Thinking from University EFL Teachers," English Language Teaching, Canadian Center of Science and Education, vol. 10(7), pages 1-78, July.

    More about this item

    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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