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All Journal Journal Of English Language and Education LET: Linguistics, Literature and English Teaching Journal
Gebretsadik, Abebe
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Education Languange, Linguistic, Communication & Media

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Exploring teachers’ perceptions and practices of integrating critical thinking skills in teaching reading Amale, Michael; Gebretsadik, Abebe
(JELE) Journal Of English Language and Education Vol 9 No 2 (2023)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26486/jele.v9i2.4019

Abstract

This study was aimed to explore the teachers’ perceptions and practices of infusing critical thinking skills into reading instruction to improve students’ reading comprehension. It also identified the perceived challenges that hinder the practices of critical thinking skills in reading classes. The research utilized a descriptive survey design and an explanatory mixed-methods approach to collect data. The study involved 40 out of 52 English instructors and three reading texts teachers used to practice reading comprehension questions were randomly selected. Besides, texts used for quiz, mid-exam and final examination were purposely collected to evaluate the text to which the teachers integrated critical thinking skills classroom reading activities and assessments. Quantitative data was gathered through questionnaires, while qualitative data was obtained through document analysis. Statistical analysis was conducted using SPSS version 24, and content analysis was used for the qualitative data. The survey results revealed that teachers had moderate level of perceptions of integrating critical thinking skills (m=3.59) and identified that student-related challenges (m= 3.76) as significant obstacles to practice critical thinking skills. The results of document analysis indicated that critical thinking skills practiced rarely. It can be concluded that teachers' conceptual perception at moderate level was not adequate to infuse critical thinking skills into reading instruction to enhance students' reading comprehension. Therefore, it is crucial to train teachers in the integration of critical thinking skills into an interactive reading curriculum to motivate and engage students and help them understand the reading skills more deeply. Further research is recommended to explore the impact of teachers' perceptions of critical thinking skills on students' reading comprehension
Teachers’ Self-efficacy Beliefs for Teaching Critical Thinking Skills and Practices of Its Strategies Amale, Michael; Gebretsadik, Abebe
LET: Linguistics, Literature and English Teaching Journal Vol. 14 No. 1 (2024)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v14i1.12657

Abstract

The study aimed at exploring the teachers’ self-efficacy belief for teaching critical thinking skills and practices of strategies in reading classroom. It also pursued if there is any significant relationship between the two variables. A descriptive survey study used sequential explanatory mixed-methods approach to collect data.  The study involved 40 EFL teachers. The survey contained 19 items using five-point Likert scale. Qualitative data were collected via classroom observations. The results of quantitative data showed(m=3.3) that the participants implemented the strategies moderately. The findings of qualitative data revealed that most of critical thinking strategies were practiced rarely while participants were instructing reading lessons. However, the responsive strategy of teachers to their students’ responses was implemented better than others. Statistical analysis also disclosed a positive high significant correlation between the teachers’ self-efficacy belief for teaching CT and its implementation strategies during teaching reading lessons (r=0.99, p<0.05). In conclusion, as there was a positive strong correlation between teachers’ self-efficacy beliefs and actual classroom practice of strategies, teachers with strong self-confidence may have better experience in implementing strategies that improve students’ reading comprehension. This suggests that instructors’ strong beliefs to use critical thinking skills may not necessarily ensure its effective implementation of strategies.
Co-Authors Amale, Michael