This paper investigates the structure and practices of EFL teacher education at a teacher education college in the Republic of Benin, a French speaking West African country. It examines a group of EFL teacher educators’ meaning of teacher preparation, the knowledge base of EFL teacher education at that college, the types of input content and materials that are involved in teacher knowledge acquisition. Qualitative data collection operations including interviews, classroom observations, and existing documents from the research site are involved in the study. The findings from the observation data reveal a limited implementation of the curriculum goals by the participant EFL teacher educators. They also indicate tensions between their classroom practices and both the curriculum orientations and course objectives. The information from the interview data highlights the discrepancies between the meaning that they make of EFL teacher preparation and their pedagogical practices.
{"title":"Teaching Materials and the Knowledge Base of EFL Teacher Education","authors":"Juvenale Patinvoh Agbayahoun","doi":"10.22158/SELT.V6N1P47","DOIUrl":"https://doi.org/10.22158/SELT.V6N1P47","url":null,"abstract":"This paper investigates the structure and practices of EFL teacher education at a teacher education college in the Republic of Benin, a French speaking West African country. It examines a group of EFL teacher educators’ meaning of teacher preparation, the knowledge base of EFL teacher education at that college, the types of input content and materials that are involved in teacher knowledge acquisition. Qualitative data collection operations including interviews, classroom observations, and existing documents from the research site are involved in the study. The findings from the observation data reveal a limited implementation of the curriculum goals by the participant EFL teacher educators. They also indicate tensions between their classroom practices and both the curriculum orientations and course objectives. The information from the interview data highlights the discrepancies between the meaning that they make of EFL teacher preparation and their pedagogical practices.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"146 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114348095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Though the least emphasized, Listening is used much more frequently than any other language skill, though. In 2007, English textbook in senior high school undertook a reform towards a student-focused classroom; listening, considered as a passive language skill traditionally, also step into the spotlight of new analysis and application. This article endeavors to review several important listening comprehension theories and figure out their significance in teaching listening in high school of China. It reviews the importance of listening in language comprehension, the psychological processes of listening, the principles for listening comprehension in the classroom, and the intended communicative outcomes of listening. It also examines the listening comprehension part in the textbook of Senior High English in China with New Senior English for China Book 1 (2011) as an example, to find out proportion of listening and its role in the composition of the textbook, and to provide a few suggestions of teaching listening in high schools. Listening is no longer a neglected and underestimated language skill; on the contrary, together with other language skills, listening is a key component in teaching and learning, which requires teachers’ consideration of students’ needs to make it into an attractive form.
{"title":"A Review of the Theories and Principles of Teaching Listening and Their Guidance in Senior High English Lessons in Mainland China","authors":"Luxin Gu","doi":"10.22158/selt.v6n1p35","DOIUrl":"https://doi.org/10.22158/selt.v6n1p35","url":null,"abstract":"Though the least emphasized, Listening is used much more frequently than any other language skill, though. In 2007, English textbook in senior high school undertook a reform towards a student-focused classroom; listening, considered as a passive language skill traditionally, also step into the spotlight of new analysis and application. This article endeavors to review several important listening comprehension theories and figure out their significance in teaching listening in high school of China. It reviews the importance of listening in language comprehension, the psychological processes of listening, the principles for listening comprehension in the classroom, and the intended communicative outcomes of listening. It also examines the listening comprehension part in the textbook of Senior High English in China with New Senior English for China Book 1 (2011) as an example, to find out proportion of listening and its role in the composition of the textbook, and to provide a few suggestions of teaching listening in high schools. Listening is no longer a neglected and underestimated language skill; on the contrary, together with other language skills, listening is a key component in teaching and learning, which requires teachers’ consideration of students’ needs to make it into an attractive form.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132709753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As higher education is being internationalized globally, it is also not rare to find degree programs delivered in English, the world’s lingua franca, in countries where English is learned as a foreign language. In mainland China, such courses are available for bachelor and master’s degrees. Accordingly, students in those programs have to meet the academic English requirements, by which writing is assumed to be the most challenging. This small-scale research was conducted among 81 mainland non-English-major students studying in the taught postgraduate program in Hong Kong, with the instruments of questionnaires and follow-up interviews. Within the framework of needs analysis, it reports their detailed perceptions of English academic writing. Results indicate that those upper-intermediate language learners are generally able to get accustomed to academic writing in English, but some writing skills, and particularly language issues (academic lexis, grammar, and style) pose challenges to their studies. The article concludes with some feasible pedagogical implications for updating the university English education system in mainland China.
{"title":"Mainland Non-English-Major Students’ Perceptions of English Academic Writing in the Taught Postgraduate Program in Hong Kong: A Needs Analysis","authors":"Jiangping Chen","doi":"10.22158/SELT.V6N1P21","DOIUrl":"https://doi.org/10.22158/SELT.V6N1P21","url":null,"abstract":"As higher education is being internationalized globally, it is also not rare to find degree programs delivered in English, the world’s lingua franca, in countries where English is learned as a foreign language. In mainland China, such courses are available for bachelor and master’s degrees. Accordingly, students in those programs have to meet the academic English requirements, by which writing is assumed to be the most challenging. This small-scale research was conducted among 81 mainland non-English-major students studying in the taught postgraduate program in Hong Kong, with the instruments of questionnaires and follow-up interviews. Within the framework of needs analysis, it reports their detailed perceptions of English academic writing. Results indicate that those upper-intermediate language learners are generally able to get accustomed to academic writing in English, but some writing skills, and particularly language issues (academic lexis, grammar, and style) pose challenges to their studies. The article concludes with some feasible pedagogical implications for updating the university English education system in mainland China.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125078909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study set out to unravel the attitude—acquisition conundrum exhibited by Francophone Cameroonians in the learning of English as a second language (L2). It submits that notwithstanding the widely negative attitude they hold of English and the Anglophone Cameroonians who speak the language, this negativism seems not, more recently, to blight their quest to learn and use the English language when necessary. The paper contends that albeit that Francophone Cameroonians overtly show a disdain for the English language, they at the same time recognize its role as a window to the global world. They also recognize that even within Cameroon knowing English will give them a competitive edge into the professional schools in the country and also to the few jobs opportunities that exist.
{"title":"Unraveling the Attitude—Acquisition Conundrum in Learning English as a Second Language (L2) in Cameroon","authors":"V. Tanda, Joan Mapeh Eposi","doi":"10.22158/SELT.V6N1P12","DOIUrl":"https://doi.org/10.22158/SELT.V6N1P12","url":null,"abstract":"This study set out to unravel the attitude—acquisition conundrum exhibited by Francophone Cameroonians in the learning of English as a second language (L2). It submits that notwithstanding the widely negative attitude they hold of English and the Anglophone Cameroonians who speak the language, this negativism seems not, more recently, to blight their quest to learn and use the English language when necessary. The paper contends that albeit that Francophone Cameroonians overtly show a disdain for the English language, they at the same time recognize its role as a window to the global world. They also recognize that even within Cameroon knowing English will give them a competitive edge into the professional schools in the country and also to the few jobs opportunities that exist.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126934317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper explored the application of hedges and boosters in all ten theses of the Master of Arts in English Studies submitted and examined at the University of Namibia between 2014 and 2015. A mixed research approach was chosen because of the descriptive nature of this study. This method also gave an in-depth understanding of issues such as why research writers prefer some types of hedging and boosting devices over the others, and why some theses chapters have certain types of hedges and boosters. The study only examined three chapters of the theses: the Introduction, Discussion, and Conclusion. Hyland’s (2004) taxonomy of hedges and boosters was used to analyse the types of hedges and boosters used. Kaplan’s (1997) Contrastive Rhetoric Theory was used to explain how researchers use hedges and boosters to express their uncertainties and certainties respectively. The study revealed that writers prefer Type 3 of hedges and boosters in all the three chapters. It further revealed that there is an unequal distribution of hedges and boosters among writers. Finally, the paper concluded that the preference of Type 3 may have been caused by the fact that since Type 3 does not have boosting devices writers find it less threatening to employ it in order to conform to the accepted academic writing style. The unequal distribution may also suggest that writers in academic discourse are not proficient in the English language.
{"title":"An Exploration of Hedging and Boosting Devices Used in Academic Discourse Focusing on English Theses at the University of Namibia","authors":"N. K. Haufiku, J. Kangira","doi":"10.22158/SELT.V6N1P1","DOIUrl":"https://doi.org/10.22158/SELT.V6N1P1","url":null,"abstract":"This paper explored the application of hedges and boosters in all ten theses of the Master of Arts in English Studies submitted and examined at the University of Namibia between 2014 and 2015. A mixed research approach was chosen because of the descriptive nature of this study. This method also gave an in-depth understanding of issues such as why research writers prefer some types of hedging and boosting devices over the others, and why some theses chapters have certain types of hedges and boosters. The study only examined three chapters of the theses: the Introduction, Discussion, and Conclusion. Hyland’s (2004) taxonomy of hedges and boosters was used to analyse the types of hedges and boosters used. Kaplan’s (1997) Contrastive Rhetoric Theory was used to explain how researchers use hedges and boosters to express their uncertainties and certainties respectively. The study revealed that writers prefer Type 3 of hedges and boosters in all the three chapters. It further revealed that there is an unequal distribution of hedges and boosters among writers. Finally, the paper concluded that the preference of Type 3 may have been caused by the fact that since Type 3 does not have boosting devices writers find it less threatening to employ it in order to conform to the accepted academic writing style. The unequal distribution may also suggest that writers in academic discourse are not proficient in the English language.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117264951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study is focused on the implementation of Multiple Intelligences-Based Instructional Strategy (MIB-IS) to improve students English Academic Writing Skill Instruction (EAWSI). It uses Classroom Action Research (CAR). There are four steps in this CAR: (1) plan, (2) action, (3) observation, and (4) reflection. Multiple Intelligences-Based Instructional Strategy (MIB-IS) can improve Senior High School students’ academic writing (argumentative essay writing) in eight students’ intelligences (linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist) following the writing process of creating, outlining, drafting, and polishing. The process of academic writing instruction through MIB-IS will be more effective if the students are able to be more active in following every single step of writing process to hit the big issues of content, organization, unity, coherence, logic and the smaller issues of grammar, sentence-structure, punctuation, and spelling. And by giving an academic writing exercise in every phase of instruction is really important to improve students’ argumentative essay writing skill for students to master the concepts comprehensively and integrated properly. And so, the school as an educational institution must prepare its students to go to the university by the capability of supporting MIB-IS implementation in academic writing instruction as an effective English instructional strategy.
本研究旨在探讨运用多元智能教学策略(MIB-IS)改善学生英语学术写作技能教学。它采用课堂行动研究(CAR)。这个CAR有四个步骤:(1)计划，(2)行动，(3)观察，(4)反思。基于多元智能的教学策略(Multiple intelligence - based teaching Strategy，简称MIB-IS)可以通过创作、提纲、起草、润色等写作过程，提高高中学生在语言、逻辑-数学、空间、身体-动觉、音乐、人际、内省、自然等八种智能的学术写作(议论文写作)水平。如果学生能够更积极地遵循写作过程的每一个步骤，以解决内容，组织，统一，连贯，逻辑等大问题以及语法，句子结构，标点和拼写等小问题，那么通过MIB-IS进行学术写作指导的过程将更加有效。在教学的每一个阶段进行学术写作练习，对于提高学生的议论文写作技巧，使学生全面、综合地掌握概念是非常重要的。因此，作为教育机构的学校必须为学生升入大学做好准备，支持在学术写作教学中实施MIB-IS作为一种有效的英语教学策略。
{"title":"Multiple Intelligences-Based Instructional Strategy of English Academic Writing Skill Instruction (MIB-IS of EAWSI): A Classroom Action Research at One of Indonesia Senior High School","authors":"Noldy Pelenkahu","doi":"10.22158/SELT.V5N4P792","DOIUrl":"https://doi.org/10.22158/SELT.V5N4P792","url":null,"abstract":"This study is focused on the implementation of Multiple Intelligences-Based Instructional Strategy (MIB-IS) to improve students English Academic Writing Skill Instruction (EAWSI). It uses Classroom Action Research (CAR). There are four steps in this CAR: (1) plan, (2) action, (3) observation, and (4) reflection. Multiple Intelligences-Based Instructional Strategy (MIB-IS) can improve Senior High School students’ academic writing (argumentative essay writing) in eight students’ intelligences (linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist) following the writing process of creating, outlining, drafting, and polishing. The process of academic writing instruction through MIB-IS will be more effective if the students are able to be more active in following every single step of writing process to hit the big issues of content, organization, unity, coherence, logic and the smaller issues of grammar, sentence-structure, punctuation, and spelling. And by giving an academic writing exercise in every phase of instruction is really important to improve students’ argumentative essay writing skill for students to master the concepts comprehensively and integrated properly. And so, the school as an educational institution must prepare its students to go to the university by the capability of supporting MIB-IS implementation in academic writing instruction as an effective English instructional strategy.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131756561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With the frequent development of the international communication and cooperation, the interpreter’s role is much more important than ever before in the modern society. In order to meet this demand, more and more China’s universities have set up undergraduate translation major, and (or) set up a professional Master of Translation and Interpretation (MTI). Under this circumstance, the universities become the main force of interpreter training. This paper mainly studies the English interpreting teaching from the perspective of interpreter qualities focusing on eight qualities: language competence, knowledge storage, interpreting quotients (communication skills, thinking consciousness, reflexes and concentration, learning ability, psychological quality, service consciousness). Through the study on the interpreters’ qualities, this paper aims at providing the references for interpreting teaching in universities both for interpreting teachers and trainers.
{"title":"English Interpreting Teaching from the Perspective of Interpreter Qualities","authors":"Jiao Dan, Chunyu Yang","doi":"10.22158/SELT.V5N4P781","DOIUrl":"https://doi.org/10.22158/SELT.V5N4P781","url":null,"abstract":"With the frequent development of the international communication and cooperation, the interpreter’s role is much more important than ever before in the modern society. In order to meet this demand, more and more China’s universities have set up undergraduate translation major, and (or) set up a professional Master of Translation and Interpretation (MTI). Under this circumstance, the universities become the main force of interpreter training. This paper mainly studies the English interpreting teaching from the perspective of interpreter qualities focusing on eight qualities: language competence, knowledge storage, interpreting quotients (communication skills, thinking consciousness, reflexes and concentration, learning ability, psychological quality, service consciousness). Through the study on the interpreters’ qualities, this paper aims at providing the references for interpreting teaching in universities both for interpreting teachers and trainers.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133261456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper aims to define the term “portfolio” and its application in classrooms. Through reflecting on my personal experience with using the portfolio project with EFL students and exploring the related literature, some major challenges will be addressed. The main focus of this paper is to introduce the autobiographical approach in curriculum as an attempt to find new pathways to deal with these challenges.
{"title":"New Perspective on Portfolios in EFL Classrooms: Portfolio as an Autobiographical Text","authors":"J. A. Hosni","doi":"10.22158/SELT.V5N4P771","DOIUrl":"https://doi.org/10.22158/SELT.V5N4P771","url":null,"abstract":"This paper aims to define the term “portfolio” and its application in classrooms. Through reflecting on my personal experience with using the portfolio project with EFL students and exploring the related literature, some major challenges will be addressed. The main focus of this paper is to introduce the autobiographical approach in curriculum as an attempt to find new pathways to deal with these challenges.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121894503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Language attitudes have been the focus of interest in sociolinguistics for the past decades. In the Philippines, there is a dearth of literature on sociolinguistic studies that focus on indigenous languages and their speakers. To contribute to the literature, this study endeavoured to investigate the attitudes of Gaddang speakers in the northern part of the country towards Gaddang, their native language; Ilocano, the lingua franca of the province; Tagalog/Filipino, the national language; and English, one of the official languages. It also explored possible differences in the language attitudes of the Gaddangs in terms of geographical location, age, gender, socio-economic status, and educational attainment. Using survey questionnaire and semi-structured interview, the study involved 568 respondents. Results revealed that Gaddang speakers manifest positive attitudes towards Tagalog, Gaddang, Ilocano, and English respectively. The study also yielded significant differences in their attitudes with respect to geographical location, age, socio-economic status, and educational attainment except gender. The results have significant implications on the maintenance or gradual loss of their native language.
{"title":"Language Attitudes of the Gaddang Speakers towards Gaddang, Ilocano, Tagalog and English","authors":"Zayda S. Asuncion, Marilu B. Rañosa-Madrunio","doi":"10.22158/SELT.V5N4P720","DOIUrl":"https://doi.org/10.22158/SELT.V5N4P720","url":null,"abstract":"Language attitudes have been the focus of interest in sociolinguistics for the past decades. In the Philippines, there is a dearth of literature on sociolinguistic studies that focus on indigenous languages and their speakers. To contribute to the literature, this study endeavoured to investigate the attitudes of Gaddang speakers in the northern part of the country towards Gaddang, their native language; Ilocano, the lingua franca of the province; Tagalog/Filipino, the national language; and English, one of the official languages. It also explored possible differences in the language attitudes of the Gaddangs in terms of geographical location, age, gender, socio-economic status, and educational attainment. Using survey questionnaire and semi-structured interview, the study involved 568 respondents. Results revealed that Gaddang speakers manifest positive attitudes towards Tagalog, Gaddang, Ilocano, and English respectively. The study also yielded significant differences in their attitudes with respect to geographical location, age, socio-economic status, and educational attainment except gender. The results have significant implications on the maintenance or gradual loss of their native language.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131962792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Critical Thinking, formerly viewed as a western concept is now taught to learners worldwide as an important skill in education. This study deals with the necessity of incorporating Critical Thinking teaching in EFL classes in Beninese secondary schools through pointing out its advantages and current challenges to implementation. To collect relevant data for the research, three instruments were used: The Cornell Critical Thinking Test Level X, questionnaire and class observation. The target population has consisted of one hundred and fifty high school learners and sixty EFL teachers. The learners were split into two groups: the control group and the experimental one. Both groups took the critical thinking test twice, as pre- and post- tests. The results of the test and answers provided by teachers have revealed that teachers do not teach critical thinking skills to their learners. Trying to understand the root cause of this situation, the researcher has found that Beninese EFL teachers are not trained to teach and assess critical thinking skills.
{"title":"The Concept and Practice of Critical Thinking in EFL Classes in Benin: Prospects and Challenges—Ministry of Higher Education and Scientific Research, Republic of Benin","authors":"Abel Gbènakpon Sekoubaou","doi":"10.22158/SELT.V5N4P749","DOIUrl":"https://doi.org/10.22158/SELT.V5N4P749","url":null,"abstract":"Critical Thinking, formerly viewed as a western concept is now taught to learners worldwide as an important skill in education. This study deals with the necessity of incorporating Critical Thinking teaching in EFL classes in Beninese secondary schools through pointing out its advantages and current challenges to implementation. To collect relevant data for the research, three instruments were used: The Cornell Critical Thinking Test Level X, questionnaire and class observation. The target population has consisted of one hundred and fifty high school learners and sixty EFL teachers. The learners were split into two groups: the control group and the experimental one. Both groups took the critical thinking test twice, as pre- and post- tests. The results of the test and answers provided by teachers have revealed that teachers do not teach critical thinking skills to their learners. Trying to understand the root cause of this situation, the researcher has found that Beninese EFL teachers are not trained to teach and assess critical thinking skills.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130101217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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