Investigating university EFL teachers' perceptions of critical thinking and its teaching: Voices from China

Hong ZHANG, Rui Eric YUAN, Xiaoyan HE

Research output: Contribution to journalArticles

1 Citation (Scopus)

Abstract

This study investigates Chinese university EFL teachers' perceptions of critical thinking (CT) and its teaching through a questionnaire and follow-up interviews. The findings reveal that English as a Foreign Language (EFL) teachers in China strongly agreed that CT should be an integral part of the EFL curriculum and classroom teaching; however, they appeared to lack professional knowledge of CT and how to implement it in their classes. In addition, they were faced with various challenges and claimed to need further support with their teaching of CT. The study calls for more customized professional development on the integration of CT into the English language curriculum, materials development and pedagogical practice. Copyright © 2020 De La Salle University.
Original languageEnglish
Pages (from-to)483-493
JournalThe Asia-Pacific Education Researcher
Volume29
Issue number5
Early online dateJan 2020
DOIs
Publication statusE-pub ahead of print - Jan 2020

Citation

Zhang, H., Yuan, R., & He, X. (2020). Investigating university EFL teachers' perceptions of critical thinking and its teaching: Voices from China. The Asia-Pacific Education Researcher, 29(5), 483-493. doi: 10.1007/s40299-020-00500-6

Keywords

  • Critical thinking
  • Chinese university EFL teachers
  • Teacher perceptions
  • Teaching practices

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