English Language Teachers’ Practice and Challenges of Critical Thinking Strategy in Reading Skills

Abstract

This study investigated EFL teachers’ practice, challenges, and perceptions of critical thinking strategies in teaching reading skills at Ambo University. A descriptive research design was used in this study. All of (N = 33) the instructors were included in the study. Ambo University was chosen using a convenience sampling technique. All the instructors were included in the study using comprehensive sampling techniques. Six of them who were teaching English major students participated in the interview by using purposive sampling. The study indicated English teachers provided opportunities for reflection and revision promoted questioning, incorporated cooperative learning and collaboration, and fostered a supportive classroom climate. However, their practice of analysing and evaluating sources and fostering creativity, providing real-world examples, integrating technology and information literacy, and fostering curiosity and inquiry was low. The study also identified limited resources, existing curriculum constraints, limited access to technology, and lack of training as challenges in implementing critical thinking strategies in the reading classroom. The result also showed that all instructors perceived critical thinking as developing students' critical thinking skills. They believed critical thinking enhanced students' comprehension, interpretation, and evaluation abilities. Therefore, Ambo University and other concerned bodies should take necessary measures to minimise the challenges of implementing critical thinking strategies.