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فهرست نشریات دارای اعتبار وزارت علوم، تحقیقات و فناوری
پایگاه استنادی علوم جهان اسلام (ISC)

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Soleimani, Maryam, Aghazadeh, Zahra. (1403). Iranian EFL Academics’ and PhD Candidates’ Perceptions toward the Infusion of Critical Thinking into EFL Curriculum. سامانه مدیریت نشریات علمی, (), -. doi: 10.22034/elt.2024.60236.2608
Maryam Soleimani; Zahra Aghazadeh. "Iranian EFL Academics’ and PhD Candidates’ Perceptions toward the Infusion of Critical Thinking into EFL Curriculum". سامانه مدیریت نشریات علمی, , , 1403, -. doi: 10.22034/elt.2024.60236.2608
Soleimani, Maryam, Aghazadeh, Zahra. (1403). 'Iranian EFL Academics’ and PhD Candidates’ Perceptions toward the Infusion of Critical Thinking into EFL Curriculum', سامانه مدیریت نشریات علمی, (), pp. -. doi: 10.22034/elt.2024.60236.2608
Soleimani, Maryam, Aghazadeh, Zahra. Iranian EFL Academics’ and PhD Candidates’ Perceptions toward the Infusion of Critical Thinking into EFL Curriculum. سامانه مدیریت نشریات علمی, 1403; (): -. doi: 10.22034/elt.2024.60236.2608

Iranian EFL Academics’ and PhD Candidates’ Perceptions toward the Infusion of Critical Thinking into EFL Curriculum

Journal of English Language Teaching and Learning
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 06 فروردین 1403
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22034/elt.2024.60236.2608
نویسندگان
Maryam Soleimani1؛ Zahra Aghazadeh* 2
1Department of Humanities, Farhangiyan University, Urmia, West Azarbayjan, Iran
2Ph.D. in Applied Linguistics, Ministry of Education, Salmas, West Azarbaijan, Iran
چکیده
Critical thinking (CT) abilities have failed to receive the necessary consideration in applied linguistics. Thus, this study was intended to explore English as a Foreign Language (EFL) academics’ and Doctor of Philosophy (PhD) candidates’ perceptions of embedding CT into the EFL curricula in Iran. Moreover, it aimed to identify the primary obstacles teachers may have while employing CT skills, and suggest some necessary strategies to strengthen students' CT abilities. To do so, a total of 50 male and female EFL academics as well as 50 male and female PhD candidates specializing in Applied Linguistics, Linguistics and Literature, as well as Translation at different universities in Iran participated in this study. The present investigation employed a mixed-methods design. To this end, an adapted version of Stapleton's (2011) CT questionnaire was used. Moreover, semi-structured interviews were undertaken with a cohort of 5 EFL academics and 5 PhD candidates. The outcomes underscore the need for educational policymakers and curriculum developers to recognize the significance of CT in language learning and to infuse more systematic and explicit approaches to teaching CT in Iranian EFL context. The pedagogical implications of the study were accordingly discussed.
کلیدواژه‌ها
Academics؛ EFL Curriculum؛ Critical Thinking؛ Perceptions؛ PhD Candidates
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تعداد مشاهده مقاله: 38


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