Investigating Attitudes, Perceptions, and Challenges of Moroccan EFL Teachers' Incorporation of Critical Thinking in Argumentative Writing Instructions

• Main Authors: Khalil, Abdelmomen, Hellalet, Nadia
• Format: text
• Published: Animo Repository 2024
• Subjects: critical thinking; attitudes and perceptions; argumentative writing; Moroccan EFL teachers; strategies; challenges; Curriculum and Instruction; Education; Language and Literacy Education
• Online Access: https://animorepository.dlsu.edu.ph/jeal/vol3/iss1/8; https://animorepository.dlsu.edu.ph/context/jeal/article/1099/viewcontent/7abdelmomen_revised.pdf; https://animorepository.dlsu.edu.ph/context/jeal/article/1099/filename/0/type/additional/viewcontent/Consent_form_.docx; https://animorepository.dlsu.edu.ph/context/jeal/article/1099/filename/1/type/additional/viewcontent/Responding_to_your_comments.docx
• Institution: De La Salle University

This study aimed at finding out Moroccan EFL high school teachers attitudes towards incorporating Critical Thinking Skills (CTS) in their teaching practices and in argumentative writing in particular, how they facilitate CTS and what challenges they experience when incorporating CTS. To fulfil the research objectives and collect both quantitative and qualitative data, a mixed-methods approach was adopted using questionnaires and interviews. The researchers collected data from 127 EFL teachers from different Moroccan high schools. The findings revealed that the teachers hold positive attitudes toward Critical Thinking (CT) and integrating it in their argumentative writing instructions. Additionally, the most frequently encountered challenges teachers confront when facilitating CTS are the absence of expertise and training, crowded classrooms and outdated textbooks. The research findings are aimed to guide EFL teachers comprehend the current practice of facilitating CTS in argumentative writing and devise applicable strategies for better practices in Moroccan context.