Exploring Libyan EFL University Instructors’ Integration of Critical Thinking in ELT

Abstract

The study aimed at exploring Libyan EFL university instructors’ integration of critical thinking in ELT and identifying the challenges they encounter in this process. To accomplish the objectives and fulfil the purpose of the study, a mixed-methods approach was used. For collecting the data required, a close-ended questionnaire was distributed to 55 EFL university instructors and 60 EFL undergraduate students and semi-structure interviews were conducted with 6 English instructors. A thematic analysis method was utilized for analysing the qualitative data of the interviews and SPSS was used for analysing the quantitative data of the questionnaire. The findings revealed that most of the participants integrate critical thinking in their teaching through their methods of instruction, learning materials and assessment strategies. Moreover, the research findings highlighted a number of significant barriers that hinder the instructors’ successful integration of critical thinking. These barriers include classroom size, lack of qualified instructors and instructor training courses, lack of facilities, inappropriate materials, testing policy, curriculum deadline achievement and lack of students’ knowledge or background about critical thinking. Furthermore, students` views confirmed that the instructors were integrating critical thinking in their teaching. In the light of these findings, some recommendations are offered for promoting integration of critical thinking in ELT in Libyan universities.