Teachers' Perceptions of Critical Thinking Facilitation in English Language Classes in an Indonesian High School
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| Title: | Teachers' Perceptions of Critical Thinking Facilitation in English Language Classes in an Indonesian High School |
|---|---|
| Language: | English |
| Authors: | Ricky Fernandes (ORCID |
| Source: | Educational Studies: Journal of the American Educational Studies Association. 2025 61(1):22-39. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Critical Thinking, Teacher Attitudes, English (Second Language), Second Language Instruction, Barriers, Foreign Countries, High School Teachers, Thinking Skills, Teacher Competencies, Language Proficiency |
| Geographic Terms: | Indonesia |
| DOI: | 10.1080/00131946.2025.2467904 |
| ISSN: | 0013-1946 1532-6993 |
| Abstract: | Critical Thinking development in Indonesian secondary schooling has been paired and emphasized in English as an Additional Language in order to respond to global changes and position the nation for better engagement with global concerns. This article presents a qualitative study that investigated in-service teachers' perceptions about facilitating Critical Thinking in their English language classes in an Indonesian high school through in-depth interviews. Teacher interviews in this study were analyzed with Interpretative Phenomenological Analysis, and the findings revealed that teachers appeared to lack Critical Thinking concepts and were faced with constraints in their English language classes. Substantial obstacles such as inadequacies of students' English language proficiencies, authentic Critical Thinking materials in English as an Additional Language as well as appropriate assessment tasks also minimized teachers' efforts in facilitating and developing Critical Thinking in their English language classes. As a result, teachers claimed that they required further professional learning about Critical Thinking practices and related assessment tasks before they would be able to effectively facilitate students' Critical Thinking. The need to overcome these barriers to effective Critical Thinking facilitation in English language classes provides a rationale for including observations of teacher and student practices in classrooms, as well as policy. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497507 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwH1FfGPE52kJXjU_glOoclBAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDKV66w31nJUDrqmgUgIBEICBmxJcR__cJ5VwBjiCJpDMK3-EwVNA1hfVCniSqeZVJ7udsyD52qqH3ah_3rheGz8HvtB33W6wOAh3w5OYIET5XXW159CAIILZ30GkGavTtrqW-bmN4-RPtEswf8igY7mUQB3neqiRRzK6rCFIHU3rEbvgTZscRoKWLV-g3V9Ks9ob_zqYrzcqQ5Sk9l6_hBKQ14vvueM_zKuvR-NL Text: Availability: 1 Value: <anid>AN0184594632;27m01jan.25;2025Apr22.02:19;v2.2.500</anid> <title id="AN0184594632-1">Teachers' Perceptions of Critical Thinking Facilitation in English Language Classes in an Indonesian High School </title> <sbt id="AN0184594632-2">Introduction</sbt> <p>Critical Thinking development in Indonesian secondary schooling has been paired and emphasized in English as an Additional Language in order to respond to global changes and position the nation for better engagement with global concerns. This article presents a qualitative study that investigated in-service teachers' perceptions about facilitating Critical Thinking in their English language classes in an Indonesian high school through in-depth interviews. Teacher interviews in this study were analyzed with Interpretative Phenomenological Analysis, and the findings revealed that teachers appeared to lack Critical Thinking concepts and were faced with constraints in their English language classes. Substantial obstacles such as inadequacies of students' English language proficiencies, authentic Critical Thinking materials in English as an Additional Language as well as appropriate assessment tasks also minimized teachers' efforts in facilitating and developing Critical Thinking in their English language classes. As a result, teachers claimed that they required further professional learning about Critical Thinking practices and related assessment tasks before they would be able to effectively facilitate students' Critical Thinking. The need to overcome these barriers to effective Critical Thinking facilitation in English language classes provides a rationale for including observations of teacher and student practices in classrooms, as well as policy.</p> <p>Critical Thinking (CT) involves cognitive development to process new knowledge through considering multiple sources that are credible and evident (Ahmed &amp; Ibrahim, [<reflink idref="bib3" id="ref1">3</reflink>]; Gambrill, [<reflink idref="bib24" id="ref2">24</reflink>]), and so the prime goal of CT is that students develop their abilities to make better decisions, be less receptive to cognitive biases and fallacies and use evaluative thinking while improving comprehensive understandings (Cottrell, [<reflink idref="bib15" id="ref3">15</reflink>]; Gambrill, [<reflink idref="bib24" id="ref4">24</reflink>]). CT is also linked with students' learning development that is reflected on logical reasoning, solving problems and making decisions supported by evidence (Davies &amp; Barnett, [<reflink idref="bib18" id="ref5">18</reflink>]; Gambrill, [<reflink idref="bib24" id="ref6">24</reflink>]). As a result, CT is required in students' learning improvement to face rapid global changes that include Industrial Revolution 4.0 and Artificial Intelligence-supported education (Elaish et al., [<reflink idref="bib21" id="ref7">21</reflink>]; Walter, [<reflink idref="bib69" id="ref8">69</reflink>]), and so the benefits of CT have been regarded as a crucial attribute in education to develop both students' performances as well as global competitive abilities (Tang, [<reflink idref="bib65" id="ref9">65</reflink>]).</p> <p>While studies on CT have rapidly grown to enhance teachers' practices, evaluations and school curriculum innovation (Suarcaya, [<reflink idref="bib63" id="ref10">63</reflink>]; Tan, [<reflink idref="bib64" id="ref11">64</reflink>]), understanding and investigating teachers' perceptions and their self-reporting practices in justifying their CT facilitations in classrooms remains limited (Munandar &amp; Newton, [<reflink idref="bib46" id="ref12">46</reflink>]; Zhang et al., [<reflink idref="bib79" id="ref13">79</reflink>]). Nevertheless, investigating teachers' perceptions about how they facilitate CT in their classroom contexts plays a pivotal role as a filtering mechanism to absorb and interpret the phenomena and personal experiences to inform pedagogical situations and practices (Gandana et al., [<reflink idref="bib25" id="ref14">25</reflink>]). This is in part because teachers' perceptions are mainly influenced by individual experiences, understandings and sociocultural factors (Zhang et al., [<reflink idref="bib79" id="ref15">79</reflink>]). In other words, teachers' perceptions are conceptualized as <emph>"personal theories"</emph> to comprehend what occurs in classrooms (Munandar &amp; Newton, [<reflink idref="bib46" id="ref16">46</reflink>]) in order to identify misunderstandings and overcome conflicting perceptions during teaching and learning process (Stapleton &amp; Yuan, [<reflink idref="bib60" id="ref17">60</reflink>]). Furthermore, investigating teachers' perceptions about CT facilitation provides practical manifestations to examine the teaching and learning process and inform better future practices (Gozali et al., [<reflink idref="bib27" id="ref18">27</reflink>]; Zhang et al., [<reflink idref="bib79" id="ref19">79</reflink>]). Therefore, cultivating teachers' perceptions to develop their pedagogical competences in facilitating CT in classrooms fosters deep understanding and practical implementation for students' learning (Darwin et al., [<reflink idref="bib17" id="ref20">17</reflink>]).</p> <p>In parallel, in countries where English is a second or additional language, including many Asian countries, CT in English as an Additional Language (EAL) has been widely recognized as a crucial learning goal (Wang &amp; Wu, [<reflink idref="bib71" id="ref21">71</reflink>]). For example, Singapore and Hong Kong schools enact CT in their educational policy that is reflected on teachers' practices as well as students' active participations for the high-stake exams (Lam, [<reflink idref="bib38" id="ref22">38</reflink>]; Low et al., [<reflink idref="bib44" id="ref23">44</reflink>]; Tan, [<reflink idref="bib64" id="ref24">64</reflink>]). Meanwhile, Indonesia seeks to respond to complex changes due to globalization, and so the Indonesian Education Ministry considered CT as a pre-eminent part of the thinking needed for that sustainable development (The Indonesian Education Ministry, [<reflink idref="bib66" id="ref25">66</reflink>]). As a result, the Indonesian Ministry of Education mandated secondary school students' CT development in EAL subject teaching, a policy mirrored in numerous education ministries in Asian countries (Fernandes et al., [<reflink idref="bib22" id="ref26">22</reflink>], [<reflink idref="bib23" id="ref27">23</reflink>]).</p> <p>Specifically in Indonesian secondary schooling, CT has been paired and emphasized in EAL subject teaching, as the subject is perceived to be an instruction medium that better promotes CT (Havwini, [<reflink idref="bib29" id="ref28">29</reflink>]; Ilyas, [<reflink idref="bib32" id="ref29">32</reflink>]; The Indonesian Education Ministry, [<reflink idref="bib66" id="ref30">66</reflink>]; Torar &amp; Wahono, [<reflink idref="bib67" id="ref31">67</reflink>]). In this context, Indonesian secondary students are required to listen to real-world information, evaluate multiple pieces of information and communicate their comprehensions using English language for better thinking development in this global era (Ghadiri &amp; Tavakoli, [<reflink idref="bib26" id="ref32">26</reflink>]; Ramezani et al., [<reflink idref="bib49" id="ref33">49</reflink>]; The Indonesian Education Ministry, [<reflink idref="bib66" id="ref34">66</reflink>]; Wang, [<reflink idref="bib70" id="ref35">70</reflink>]; Yu et al., [<reflink idref="bib77" id="ref36">77</reflink>]). However, facilitating CT in Indonesian EAL secondary teaching and learning prevails multiple complexities such as insufficient English language proficiency, authentic materials and constraints on the design of appropriate assessment tasks (Fernandes et al., [<reflink idref="bib22" id="ref37">22</reflink>], [<reflink idref="bib23" id="ref38">23</reflink>]), and so these constraints influence Indonesian secondary teachers' perceptions in facilitating CT in their English language classes (Darwin et al., [<reflink idref="bib17" id="ref39">17</reflink>]). Also, some Indonesian teachers struggle to shift from monological thinking to independent thinking while facilitating CT in EAL subject teaching (Astrid et al., [<reflink idref="bib8" id="ref40">8</reflink>]; Ilyas, [<reflink idref="bib32" id="ref41">32</reflink>]), and so weakens students' comprehensions and evaluative thinking during EAL teaching and learning process. This is in part because CT conceptions in EAL subject teaching remain unclear (Fernandes et al., [<reflink idref="bib22" id="ref42">22</reflink>], [<reflink idref="bib23" id="ref43">23</reflink>]), and so with limited CT conceptions in EAL teaching and learning, these teachers may inevitably bring in their own misconceptions and beliefs into their CT facilitations in their English language classes (Zhang et al., [<reflink idref="bib79" id="ref44">79</reflink>]). As a result, teachers' constraints in their CT-pedagogical orientations and facilitation may hinder EAL teaching and learning process in classrooms (Anggraeny &amp; Khongput, [<reflink idref="bib6" id="ref45">6</reflink>]).</p> <p>Reflecting on the Indonesian EAL secondary context, the integration of CT in EAL subject teaching is undergoing its own set of challenges and transformations (Wang &amp; Wu, [<reflink idref="bib71" id="ref46">71</reflink>]), and so investigating teachers' perceptions about facilitating CT in EAL teaching and learning is required. This is in part because investigating teachers' CT perceptions may explicitly inform EAL policies and language educators to focus on CT development in language teacher education (Khalid et al., [<reflink idref="bib36" id="ref47">36</reflink>]). Also, understanding and investigating how Indonesian high school teachers facilitate CT in their English language classes may become the first crucial stage to address the constraints during teaching and learning process (Munandar &amp; Newton, [<reflink idref="bib46" id="ref48">46</reflink>]). Therefore, investigating Indonesian teachers' perceptions sheds light on how to develop teachers' CT abilities as well as CT-oriented pedagogies to better facilitate students' EAL learning and thinking skills (Bedir, [<reflink idref="bib11" id="ref49">11</reflink>]; Darwin et al., [<reflink idref="bib17" id="ref50">17</reflink>]).</p> <hd id="AN0184594632-3">The present study</hd> <p>Drawing on teacher interview data, the present study moves toward contributing to the understanding of teachers' perceptions about CT facilitation in Indonesian EAL secondary context. While this present study focuses on Indonesian high school teachers, the implications may be similar to other non-Anglophone contexts that instill CT as a prime learning objective in their English language classes. Therefore, the study on the development of CT in EAL teaching and learning through teachers' perceptions, set in non-Anglophone context, is required to address and determine whether English may contribute to CT progression or vice versa (Liang &amp; Fung, [<reflink idref="bib40" id="ref51">40</reflink>]).</p> <p>Investigating teachers' perceptions in facilitating CT in their EAL classes is considered as the representative and reflection that advocate their pedagogical practices in classrooms (Stapleton &amp; Yuan, [<reflink idref="bib60" id="ref52">60</reflink>]) in order to illuminate practical constraints and suggest solutions (Bedir, [<reflink idref="bib11" id="ref53">11</reflink>]; Stapleton &amp; Yuan, [<reflink idref="bib60" id="ref54">60</reflink>]), and so this present study was specifically conducted to investigate teachers' perceptions of CT facilitation in the context of EAL. This is in part because studies on CT tend to focus on courses and subjects rather than on the factors that identify teachers' roles, perceptions and teaching strategies (Alsaleh, [<reflink idref="bib5" id="ref55">5</reflink>]; Lombardi et al., [<reflink idref="bib43" id="ref56">43</reflink>]). Therefore, this study focused on and deemed teacher interviews to show how students' CT, developed through EAL, was nurtured and evidenced, or not, in Indonesian high school classes.</p> <p>The present study aims to provide a close investigation of how Indonesian in-service teachers perceived and facilitated CT in their English classes. Specific to the aim, its focus was exclusively on the perceptions of five Indonesian high school in-service teachers concerning the realities and challenges of facilitating CT in EAL subject teaching. By investigating these Indonesian in-service teachers' perceptions, the study addresses their understandings and describes how they facilitate CT in their English language classes. As teachers' roles in facilitating CT in EAL subject teaching are crucial to optimize the quality of students' learning (Yeleussiz, [<reflink idref="bib74" id="ref57">74</reflink>]), teachers may inform their real-life situations and meaningful activities during teaching and learning process through in-depth interviews (Afzal et al., [<reflink idref="bib1" id="ref58">1</reflink>]). Considering this foregoing, the study addresses the following research question: <emph>What are the perceptions of Indonesian high school in-service teachers when facilitating CT in English language classes to develop critical thinking as well as English language?</emph> Overall, this present study attempts to investigate teachers' perceptions in facilitating CT, specifically in Indonesian EAL high school context.</p> <hd id="AN0184594632-4">Theoretical framework</hd> <p>The analysis of teacher interview data required a pertinent theoretical framework to illuminate teachers' holistic perceptions in facilitating CT in their English language classes. The framework of <emph>Models of Engaged Learning and Teaching (MELT)</emph> provides insights into the multifaceted nature of CT development in EAL teaching and learning (Willison, [<reflink idref="bib72" id="ref59">72</reflink>]). In this present study, the framework of MELT broadens teachers' perceptions and understandings of CT in EAL subject teaching beyond traditional confines, integrating diverse skills such as analysis, context discernment and evidence evaluation while developing students' English language skills (Darwin et al., [<reflink idref="bib17" id="ref60">17</reflink>]; Willison, [<reflink idref="bib72" id="ref61">72</reflink>]). Also, the rationale of MELT establishes norms and empirically fosters teachers' CT conceptions of simultaneous curiosity and reflective teaching and learning in classroom (Willison, [<reflink idref="bib72" id="ref62">72</reflink>]), illuminating ways for teachers as well as students to participate in the development of sophisticated thinking skills during English language teaching and learning process (Fernandes et al., [<reflink idref="bib22" id="ref63">22</reflink>], [<reflink idref="bib23" id="ref64">23</reflink>]). As a result, through the framework of MELT, teachers' holistic perceptions that emerged CT skills in EAL form a comprehensive pedagogy, enduring educational theories and practices to inform education and connect as a complementary set (Simonovic et al., [<reflink idref="bib54" id="ref65">54</reflink>]; Willison, [<reflink idref="bib72" id="ref66">72</reflink>]). Overall, the framework of MELT provides an understanding of the connections between diverse educational contexts, approaches, ideas and activities (Willison, [<reflink idref="bib72" id="ref67">72</reflink>]), and so enables a variety of different perceptions, practices and energies to collaborate simultaneously (Darwin et al., [<reflink idref="bib17" id="ref68">17</reflink>]; Starichkova et al., [<reflink idref="bib61" id="ref69">61</reflink>]).</p> <hd id="AN0184594632-5">Methods</hd> <p>Studies of CT in EAL subject teaching that provide quantitative results from teacher scale-based judgments, reporting of marks and grades, student self-rating, standardized tests, questionnaires and surveys tend to be prevalent (Bakhshayesh et al., [<reflink idref="bib10" id="ref70">10</reflink>]; Lamb et al., [<reflink idref="bib39" id="ref71">39</reflink>]; O'Grady, [<reflink idref="bib47" id="ref72">47</reflink>]; Simonovic et al., [<reflink idref="bib54" id="ref73">54</reflink>]), but these have a variety of limitations. The nature of quantitative results neglects the values of teachers' holistic perceptions to widen the rich understanding of facilitating CT in EAL teaching and learning (Savela, [<reflink idref="bib53" id="ref74">53</reflink>]), and so to overcome the limitations in the quantitative research, this present study used qualitative research to generate teachers' rich perceptions about facilitating CT in their English classes. Therefore, the selection of qualitative perspectives in this present study aims to maximize teachers' in-depth classroom perceptions of how they realized their practices (Kuehn &amp; Rohlfing, [<reflink idref="bib37" id="ref75">37</reflink>]). Specifically, the primary data in this present study comprised teachers' perceptions gained through in-depth interviews, and the study's context was a private high school in one city in Indonesia, in which EAL was a compulsory subject teaching for students to learn.</p> <hd id="AN0184594632-6">Research design</hd> <p>This present study employed a <emph>qualitative case study</emph> which comprised data from teacher interviews to provide an in-depth study of facilitating CT in English language classes (Creswell, [<reflink idref="bib16" id="ref76">16</reflink>]; Yin, [<reflink idref="bib76" id="ref77">76</reflink>]). The epistemological view was seen as a subjective orientation because the authors had to interpret teachers' personal perceptions as well as self-reporting practices generated from their in-depth interviews (Rashid et al., [<reflink idref="bib50" id="ref78">50</reflink>]).</p> <hd id="AN0184594632-7">Research site and participants</hd> <p>Prior to data collection, ethics approval from the authors' university was obtained. Convenience sampling (Stratton, [<reflink idref="bib62" id="ref79">62</reflink>]) was used to gather teachers who would consent to the interview process, because negotiations with principals to access teachers removed the opportunity for random sampling or purposive sampling. This convenience sampling yielded teachers who were willing to talk about CT in their EAL classrooms. The criteria to determine the participating school for this present study were exacting. To be included in this present study, a school needed to have agreement from the school principal and consents in writing from teachers in a consecutive consenting process. This involvement criteria meant that most schools that were approached were not able to participate, and only one private high school was willing to participate and fulfill all the requirements.</p> <p>For the participating school, the first author received an invitation to discuss the research project in detail with the school principal via Zoom call. After being given the permission, the school principal permitted five teachers to contact the first author. To participate in this study, the first author distributed the consent forms to the five teachers as the agreement to be interviewed. The teachers from the target high school volunteered to be involved, and each claimed that they employed pedagogical practices to develop CT in their English language classes (Alhazmi &amp; Kaufmann, [<reflink idref="bib4" id="ref80">4</reflink>]; Pietkiewicz &amp; Smith, [<reflink idref="bib48" id="ref81">48</reflink>]). In this study, the aim of the data generation was not to determine statistical inferences for a certain population (Creswell, [<reflink idref="bib16" id="ref82">16</reflink>]), but rather detailed descriptions within a naturalistic setting that reflected on a teaching environment with minimal external imposition to obtain the teachers' perceptions (Campbell et al., [<reflink idref="bib12" id="ref83">12</reflink>]). However, there are limitations of this present study that was situated in one single institution with five in-service teachers, as the results are solely specific to the contexts and may differ from those in other contexts (Trowler, [<reflink idref="bib68" id="ref84">68</reflink>]).</p> <p>The teachers were assigned pseudonyms: Lia, Elena, Erna, Nunus, and Rico. Lia worked at the target high school for 9 years holding bachelor's degree in English training education and master's degree in human resource development. Elena worked at the target high school for 2 years holding a bachelor's degree in English training education. Erna worked at the target high school for 11 years holding bachelor's degree in English training education and master's degree in education. Nunus worked at the target high school for 11 years holding bachelor's degree in English training education. Rico worked at the target high school for 5 years holding bachelor's degree in English training education.</p> <hd id="AN0184594632-8">Data collection</hd> <p>The teachers were proficient in English, so the interviews for each teacher were conducted in English. The interviews provided detailed and reflective accounts of their personal perceptions as well as self-reporting practices (Smith et al., [<reflink idref="bib57" id="ref85">57</reflink>]) in facilitating CT in their English language classes. A dialogical method was utilized to investigate their interpretations of both thematic analyses and emic perspectives (Agarwal, [<reflink idref="bib2" id="ref86">2</reflink>]; Sano, [<reflink idref="bib52" id="ref87">52</reflink>]). For the details of the interview, see the Appendix.</p> <p>The interviews were conducted for 30 to 40 minutes and were developed to further explore the perceptions as well as self-reporting practices with the use of concrete examples, describing the distinctly different ways of experiencing the phenomena (Agarwal, [<reflink idref="bib2" id="ref88">2</reflink>]). The interviews for each teacher were conducted only once, and the interview questions were directed to deeply explore their personal expectations and professional learning for their CT pedagogical practices. For instance, the teachers were asked about their CT pedagogical challenges (if any) with concrete examples (Solihati &amp; Hikmat, [<reflink idref="bib58" id="ref89">58</reflink>]) (see Appendix).</p> <p>Ensuring the validity and reliability of teacher interview questions, the first author conducted a pilot interview with the second author and had rounds of discussions to refine the interview questions, transcriptions and data interpretations (Cope, [<reflink idref="bib14" id="ref90">14</reflink>]). The third and fourth authors provided constructive comments on the revision process (Regmi et al., [<reflink idref="bib51" id="ref91">51</reflink>]; Yeo &amp; Lewis, [<reflink idref="bib75" id="ref92">75</reflink>]). The first author also conducted the member checking with the teachers to verify the interview transcriptions (Stahl &amp; King, [<reflink idref="bib59" id="ref93">59</reflink>]), informing that their interview data would provide practical insights which could empower them to reflect and openly share their CT pedagogical experiences in their English language classes.</p> <hd id="AN0184594632-9">Data analysis</hd> <p>Data analysis addressed the research question about the teachers' perceptions when facilitating CT in their English language classes, and so Interpretative Phenomenological Analysis (IPA) (Smith et al., [<reflink idref="bib57" id="ref94">57</reflink>]) was employed to analyze and process teacher interview data. When analyzing the interview data, the authors read the original transcripts and re-listened to the audio recordings to ensure that the teachers became the main analysis. The specific phenomenological focus was emphasized through <emph>descriptive</emph>, <emph>linguistic</emph> and <emph>conceptual</emph> comments (Smith et al., [<reflink idref="bib57" id="ref95">57</reflink>]). These three comments were <emph>the analytic tools</emph> to intensively investigate the <emph>"similarities"</emph> and <emph>"differences"</emph> of what the teachers said (Smith, [<reflink idref="bib56" id="ref96">56</reflink>]; Smith et al., [<reflink idref="bib57" id="ref97">57</reflink>]). Also, the comments were used to highlight and interpret the objects and language uses that structured the teachers' entire perceptions (Smith et al., [<reflink idref="bib57" id="ref98">57</reflink>]). Lastly, the authors' notes, which were derived from the three comments, were turned into <emph>themes</emph> and emerged to develop <emph>patterns</emph> to reflect the teachers' perceptions comprehensively.</p> <hd id="AN0184594632-10">Results</hd> <p>This section presents the data that were gathered through the teachers' interviews to gain their personal perceptions about facilitating CT in their English language classes. Four key findings emerged from the data analysis: <emph>Teachers' CT conceptualizations</emph>, <emph>Teachers' CT facilitations in EAL subject teaching</emph>, <emph>Insufficient CT content materials in English language</emph> and <emph>Students' insufficient English proficiencies.</emph></p> <hd id="AN0184594632-11">Teachers' CT conceptualizations</hd> <p>Four teachers, Lia, Elena, Erna, and Nunus, agreed that "critical thinking develops students' generic skills in asking probing questions, exploring possibilities, taking opposite viewpoints and evaluating evidence to solve problems." Specifically, Elena stated that "the teaching and learning of critical thinking is referred to concluding what has been comprehended and expanding key ideas from multiple sources of information backed up with evidence." Elena's claim was reflected on Erna's quote saying that, "critical thinking is a process for students to take various information, form conclusions and defend opinions with reliable data." Different from Elena dan Erna, Lia perceived that "critical thinking is to analyze multiple sources of information from social media and evaluate the truth because not all information can be trusted." Meanwhile, Nunus viewed that "the central meaning of critical thinking is to solve problems and find solutions that address real-life challenges." However, Rico struggled to articulate his perception and stated by saying, "I'm not sure whether critical thinking is related to 'solving problems' or 'making decisions.'" Therefore, the data on teachers' CT conceptualizations were solely derived from the other four teachers.</p> <hd id="AN0184594632-12">Teachers' CT facilitations in EAL subject teaching</hd> <p>All five teachers believed that "critical thinking in English teaching and learning provides opportunities for students to be responsible for their own learning, valuing learning motivation and self-esteem while developing skills in listening, speaking, reading and writing." Especially Nunus, he informed by saying, "I prefer teaching my students to understand real-life problems, provide solutions and respect different perspectives while using English in classroom." In this context, Nunus emphasized that "social harmony is important to avoid a great deal of anxiety for students while participating actively in English language." Nunus' quotes were representatives of Elena's CT facilitation stating that "solving problems through collaborative discussions remains a key practice for my students to solve problems with different perspectives and opinions." Elena also claimed by saying, "I provide higher-order-thinking questions integrated with real-life scenarios for my students to respond and convey key ideas while using English. I also ask them to discuss in small groups and present their main ideas to learn from each other's perspectives." In Rico's context, he only claimed that "students usually learn how to analyze problems, find solutions and make decisions collaboratively through group discussions and presentations in English," while Lia and Erna claimed that "critical thinking in English language classes is only emphasised into 'reading different texts' and 'writing essays' to comprehend information and present ideas. There are no listening and speaking activities involved." This is in part because both Lia and Erna believed that "such two teaching approaches were the driving force into encouraging students to broaden and instil thinking skills, valuing and promoting learning motivation to form new knowledge through the thinking processes and develop English language skills."</p> <hd id="AN0184594632-13">Insufficient CT content materials in English language</hd> <p>Elena and Nunus claimed that "the school's support for content materials remains unclear and inadequate to teach critical thinking in English language classes." In this context, both Elena and Nunus stated that "the school only demands all EAL teachers to merely complete the chapters from the English prescribed textbooks that do not support students' thinking skills." Following Elena's and Nunus' claims, Lia thus emphasized that "professional learning to design content materials for teaching critical thinking in English language is required." This is in part because Lia expected by saying, "I wanted to know how to create 'meaningful,' 'engaging,' and 'authentic' activities that could assist my students to develop thinking skills such as 'forming reasons,' 'questioning ideologies,' and 'drawing conclusions' while using English." Lia's expectation was representative of Rico's claim, saying that "student English prescribed textbooks do not provide any learning topics that are focused on critical thinking." Rico also claimed by saying, "I personally require professional learning to design relevant content materials in promoting critical thinking in my English language classes." Interestingly, because the English prescribed textbooks did not support students' thinking improvement, Erna further claimed by saying, "I need sources to provide reading texts for my students' diverse learning needs, thinking skills and English language improvement."</p> <p>As a result, due to the insufficient content materials to promote students' thinking skills in English language classes, all five teachers believed that "the need for continuous improvement and professional learning to enhance pedagogical competences in designing critical thinking content materials in English is required." The five teachers also claimed that "professional learning may assist to develop students' critical thinking skills as well as English language acquisition." Specifically, Erna expected that "the school should provide regular professional learning by inviting educational practitioners and language educators to support in designing critical thinking assessment tasks as well as measuring and evaluating students' thinking outcomes in English language." This is in part because Erna claimed that "the scoring rubric criteria and assessment tasks that I personally designed were not able to provide valid assessment and evaluation for students' thinking development in English language."</p> <hd id="AN0184594632-14">Students' insufficient English proficiencies</hd> <p>Nunus claimed that "students' insufficient English proficiencies remain an obstacle to facilitate critical thinking in English language classes." Nunus' claim was reflected on Rico's experience, saying that, "Due to limited English proficiency, some students tended to be passive, especially when discussing orally in English." As Rico claimed, this is in part because "students receive only what has been delivered without any active interactions using English during the teaching and learning process." As a result, Elena emphasized that "there is a clear need to enhance students' English-speaking skills, with most of them being reluctant and afraid to speak and express their ideas to the whole class."</p> <p>Different from Nunus, Rico, and Elena, Erna specifically stated by saying, "I standardize content materials across students' diverse English proficiencies through reading and writing." However, Lia disagreed with Erna's approach stating that "some students tend to be solely used to focusing on completing all the contents in their prescribed textbooks, only expecting to receive high marks and pass the EAL subject teaching." As a result, Lia emphasized that "the teaching and learning habits in the school are solely focused on completing all the prescribed contents in textbooks to pass standardized tests." Also, as Lia claimed, "many students become accustomed to the passive habits although the school recommends that the teachers not solely use prescribed textbooks in their teaching practices." Therefore, as Lia emphasised, "many students only get used to studying from what they have in their textbooks and workbooks, and the negligence to willingly read and learn diverse information from different sources prevails in my English language classes."</p> <hd id="AN0184594632-15">Discussion</hd> <p>Teacher interview data analyzed with IPA provided rich descriptions and a varied picture of how five in-service teachers facilitated CT in their English language classes in an Indonesian high school. The teachers' perceptions derived from IPA interviews also shed light on what occurred during English language teaching and learning process in their classrooms. In this study, the teachers reported that they lacked CT-related theory and concrete pedagogical practices for facilitating CT in their English language classes, and so they required more learning opportunities, resources and contextual supports to develop their CT facilitations in English language classes.</p> <hd id="AN0184594632-16">Teachers' constraints in facilitating CT in EAL</hd> <p>The teachers believed that the effective way of fostering students' sophisticated thinking skills in EAL subject teaching was to <emph>"understand students' learning needs"</emph> and <emph>"emphasise interactive and collaborative work"</emph> (Ahmed &amp; Ibrahim, [<reflink idref="bib3" id="ref99">3</reflink>]; Suarcaya, [<reflink idref="bib63" id="ref100">63</reflink>]), and so the value of <emph>"active learning while promoting students' CT in EAL subject teaching"</emph> may be emphasized (Liu et al., [<reflink idref="bib41" id="ref101">41</reflink>]). In this context, when looking closely at the teachers' claims, there appeared to be three different CT conceptualizations, such as <emph>"solving problems</emph>," <emph>"thinking evaluatively"</emph> and <emph>"reasoning with evidence"</emph> (Gambrill, [<reflink idref="bib24" id="ref102">24</reflink>]; Starichkova et al., [<reflink idref="bib61" id="ref103">61</reflink>]). These three thinking skills were experienced and facilitated across a variety of activities including individual works, collaborative discussions and oral presentations (Liang &amp; Fung, [<reflink idref="bib40" id="ref104">40</reflink>]). Also, the teachers' comments in this study give a sense that CT remains a pivotal attribute to evaluate the credibility of different information, especially with the use of social media (Muftah, [<reflink idref="bib45" id="ref105">45</reflink>]). Overall, the findings revealed that <emph>"seeking new knowledge"</emph> and <emph>"developing language skills"</emph> were evident in the teachers' accounts when facilitating CT in their English language classes.</p> <p>While the teachers held different understandings and perceptions of how CT in EAL subject teaching was facilitated in their English language classes, it was evident from the teachers' comments that they were committed to promoting their students' active learning and developing self-directed learning (Liang &amp; Fung, [<reflink idref="bib40" id="ref106">40</reflink>]). However, the teachers were constrained with prescribed textbooks that over-prioritized reading and writing (Arifin et al., [<reflink idref="bib7" id="ref107">7</reflink>]; Siregar et al., [<reflink idref="bib55" id="ref108">55</reflink>]), neglecting the importance of listening and speaking. In this context, the teachers seemed to be overwhelmed on the delivery of reading-and-writing focused assessment tasks (Fernandes et al., [<reflink idref="bib22" id="ref109">22</reflink>], [<reflink idref="bib23" id="ref110">23</reflink>]) as well as a lack of resourcing in listening and speaking tasks in their English language classes. As a result, some students tended to merely focus on their prescribed textbooks, prioritizing higher marks to pass by completing contents from their textbooks, workbooks, tests and exams (Hasnah et al., [<reflink idref="bib28" id="ref111">28</reflink>]; Ilyas, [<reflink idref="bib32" id="ref112">32</reflink>]; Siregar et al., [<reflink idref="bib55" id="ref113">55</reflink>]). Also, this type of teaching and learning habit drives the teachers and students away from opportunities to demonstrate thinking skills and develop active communication and demonstration in English fully (Irfani &amp; O'Boyle, [<reflink idref="bib33" id="ref114">33</reflink>]; Jenkins &amp; Leung, [<reflink idref="bib35" id="ref115">35</reflink>]). Therefore, it was evident that the prevailing constraint was to shift students' textbook-based learning habits into CT active learning during EAL teaching and learning process (Efendi &amp; Hsi, [<reflink idref="bib20" id="ref116">20</reflink>]).</p> <p>As textbook-based learning led students to solely focus on achieving higher marks, students' inadequate English proficiencies became a significant hindrance for the teachers to facilitate CT in their English language classes (Liu &amp; Jin, [<reflink idref="bib42" id="ref117">42</reflink>]). This is in part because some students tended to be reluctant and afraid of thinking and expressing their thoughts in English to the whole class (Zhang et al., [<reflink idref="bib79" id="ref118">79</reflink>]). As a result, many students struggle to express and communicate their ideas in English because of their limited language competences. Also, due to students' diverse English proficiency levels, the teachers struggled to design their CT content materials to cater students' learning needs, and so the teachers claimed to require sufficient pedagogical knowledge and professional learning to facilitate CT in EAL subject teaching based on their students' contextual needs and relevant content materials (Hegazy et al., [<reflink idref="bib30" id="ref119">30</reflink>]). While studies argue that developing students' CT in EAL subject teaching may be achieved by providing authentic and meaningful materials (Stapleton &amp; Yuan, [<reflink idref="bib60" id="ref120">60</reflink>]; Wilson, [<reflink idref="bib73" id="ref121">73</reflink>]), unclear procedures for facilitating CT in EAL subject teaching may not help cultivate students' CT development (Yu et al., [<reflink idref="bib77" id="ref122">77</reflink>]). Despite the flexibility to design content materials provided by the target high school, it is likely that the teachers' understandings and conceptualizations of designing authentic and meaningful CT content materials in their EAL subject teaching might not be coherent and systematic. Therefore, the trajectories of integrating CT in EAL subject teaching may be taught as a primary domain embedded with students' learning activities and assessment tasks (Chang et al., [<reflink idref="bib13" id="ref123">13</reflink>]), specifically in the target high school's context. Additionally, this present study implies that CT-oriented pedagogical practices to navigate contextual challenges and promote the integration between CT and EAL subject teaching remain pivotal for the teachers to expand their professional competence.</p> <hd id="AN0184594632-17">Policy mismatches between CT facilitation and EAL subject teaching</hd> <p>Despite the potential for developing students' CT in the target high school, the teachers claimed that their attempts in facilitating CT in their English language classes were hindered by rigid EAL policies and cultural influences (Wang &amp; Wu, [<reflink idref="bib71" id="ref124">71</reflink>]). Standardized tests were also prioritized by the target high school to measure students' learning goals and to fulfill the government's EAL policies (Höl, [<reflink idref="bib31" id="ref125">31</reflink>]), and so the teachers needed to overcome curriculum and assessment constraints that fully prioritized reading and writing tasks. While the teachers were committed to providing practices for their students through different activities such as asking analytical questions, essay writing, reading, oral discussions and group presentations (Starichkova et al., [<reflink idref="bib61" id="ref126">61</reflink>]; Yuan et al., [<reflink idref="bib78" id="ref127">78</reflink>]), the realities and emphases of test and exam preparation rendered reading and writing as the priority skills in EAL subject teaching. In this sense, when pressures for tests and exams in reading and writing excessively dominate and over-emphasize the teachers' provisions of CT in EAL subject teaching, students may not increase their thinking potentials in academic and non-academic listening and speaking orientations (Babayiğit &amp; Shapiro, [<reflink idref="bib9" id="ref128">9</reflink>]; Islam &amp; Stapa, [<reflink idref="bib34" id="ref129">34</reflink>]). Therefore, the separate policies and especially the ecosystem of policies—how teachers and students interact and manifest in classrooms—should be further examined, revised and considered by the Indonesian Ministry of Education with classroom realities in mind.</p> <hd id="AN0184594632-18">Limitations of the research</hd> <p>This present study provided a broad understanding of the teachers' holistic perceptions as well as self-reporting practices at a target high school in Indonesia. The selection of <emph>qualitative case study</emph> allowed a wide understanding of how the teachers realized their practices as well as perceptions that were yet to be reported (Denzin &amp; Lincoln, [<reflink idref="bib19" id="ref130">19</reflink>]), and so the use of IPA for teacher interviews binds the interpretation of data. Therefore, this present study aims to capture the teachers' in-depth perceptions of their classroom practices when facilitating CT in EAL subject teaching at a target high school in Indonesia (Creswell, [<reflink idref="bib16" id="ref131">16</reflink>]; Yin, [<reflink idref="bib76" id="ref132">76</reflink>]).</p> <p>However, the findings in this present study cannot be generalized, and so the interpretations and assertations made by the authors are debatable and open to be challenged. The study collected data comprising only from teacher interviews without any classroom observations and relevant documents such as teacher lesson plans, content materials, syllabus and assessment practices. Nevertheless, the triangulation of data does provide a deeply nuanced understanding of the context studied. Therefore, a limitation of this current research, based on interview data, is indicated by studies that have found self-reporting of practices do not necessarily represent teachers' entire practices (Fernandes et al., [<reflink idref="bib22" id="ref133">22</reflink>], [<reflink idref="bib23" id="ref134">23</reflink>]; Kuehn &amp; Rohlfing, [<reflink idref="bib37" id="ref135">37</reflink>]; Savela, [<reflink idref="bib53" id="ref136">53</reflink>]).</p> <p>Overall, there are two main limitations of the study. The first limitation is that findings were from a single Indonesian high school with only five in-service teachers. The findings may have been different if the research had been conducted in different schools with additional teachers. The second limitation is that student perception data sets were not gathered, yet students could provide different angles of insights and perceptions into their thought processes in class. Therefore, for future studies, it is thus important to triangulate with student voices, classroom observations and learning documents. Additionally, a specific focus of future research should be on summative assessment practices that are congruent with well-facilitated CT in EAL subject teaching.</p> <hd id="AN0184594632-19">Suggested further research</hd> <p>The findings are suggestive of future investigations of CT facilitation in EAL listening and speaking pedagogy and assessment in non-Anglophone teaching and learning contexts in EAL classes. Further studies are needed both as exemplars of CT facilitation and learning outcomes, but also to probe the efficacy of the other data sources such as classroom observations, student interviews, focus group discussions and relevant curriculum documents such as teacher lesson plans, content materials, syllabus and assessment practices. If the data sources prove to yield deep insights into CT in EAL teaching and learning, then subsequent studies may follow, including quantitative studies.</p> <p>Future studies should further investigate the curriculum reform that advocates CT facilitation in English language classes where teachers may be ill-prepared and under-resourced. Also, exam-oriented systems that minimize students' CT in EAL subject teaching should be considered, and documentation of how teachers develop assessment tasks between CT and EAL subject teaching remains a gap that requires further investigations. Additionally, the implications of the findings may inform professional development for pre-service and in-service teachers to determine their effectively facilitated EAL practices and students' CT development when dealing with standardized tests and exams. Therefore, the findings may serve as a basis to address teacher professional learning that enables better practices to maximize students' CT demonstration and development in EAL practices and negotiate around the constraints during teaching and learning process.</p> <hd id="AN0184594632-20">Conclusion</hd> <p>The present study constitutes the descriptions of how CT in EAL subject teaching was facilitated at a target Indonesian high school by investigating five in-service teachers' holistic perceptions of their lived experiences through in-depth interviews. The data exemplifies teacher voices during the teaching and learning process and implicates overt perceptions in facilitating CT in EAL subject teaching. The study adds to the existing knowledge about CT development, which not only entails cognitive engagement but also interweaves with social and affective experiences in a specific institutional setting. The study also sheds light on the complexities of facilitating CT in relation to in-service teachers' pedagogical competences underpinning integration with EAL subject teaching. The interviews extracted the teachers' personal perceptions as well as self-reporting practices to investigate their epistemological CT knowledge and understanding, suggesting how to customize professional development in terms of content materials and pedagogical practice and solve the constraints during the teaching and learning process.</p> <p>The present study implies that the end-on assessment pressures percolate through the entire curriculum, leading to emphases in higher-stakes summative assessment, and so the teachers expressed uncertainty about how effectively they were able to facilitate students' CT in EAL classroom. As a result, the teachers claimed that students merely relied on their prescribed textbooks to prioritize high marks, and so the exposures for students to practice their CT and English skills in authentic modes were lacking. If Indonesian EAL teachers are overwhelmed on the focused assessment as well as insufficient resources to demonstrate CT in English language, the objectives of developing secondary students' thinking skills in English language is in the opposite direction. Teacher training that increases students' thinking potentials in academic and non-academic English language orientations should thus be optimized. Therefore, policies, regulations and practices are simultaneously needed to optimize teachers' CT facilitations in EAL subject teaching in order to develop students' sophisticated thinking as well as English language fluency. Additionally, the need for empowering teachers through assessment policy change and professional development to develop students' CT in EAL subject teaching, and vice versa, should be matched by their practices.</p> <hd id="AN0184594632-21">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <hd id="AN0184594632-22">Appendix (Interview Questions)</hd> <p>1. Have you ever heard the term "critical thinking"? (If the answer is "YES," go to the additional questions. If the answer is "NO," go to question 2).</p> <p> <emph>Additional questions:</emph> </p> <p>a. Can you define what critical thinking is?</p> <p>b. Do you think critical thinking is important in your English language classes?</p> <p>c. Why is critical thinking important in your English language classes?</p> <p>2. Do you think you, as a teacher, are a critical thinker?</p> <p>a. If "YES," please explain.</p> <p>b. If "NO," please explain.</p> <ulist> <item>3. What does critical thinking mean to you?</item> <item>4. What characteristics should a critical thinker have?</item> <item>5. Do you think there is a relationship between critical thinking and English language teaching and learning?</item> </ulist> <p> <emph>Additional questions:</emph> </p> <p>a. Do you think you are able to facilitate critical thinking in your English language classes?</p> <p>b. Have you ever facilitated critical thinking in your English language classes?</p> <p>c. What do you think about critical thinking in your English language classes?</p> <p>d. How do you facilitate critical thinking in your English language classes?</p> <p>e. What methods, strategies and approaches do you use to facilitate critical thinking your English language classes?</p> <p>6. How do you encourage your students' active participation and involvement in classroom?</p> <p> <emph>Additional questions:</emph> </p> <p>a. 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| Items | – Name: Title Label: Title Group: Ti Data: Teachers' Perceptions of Critical Thinking Facilitation in English Language Classes in an Indonesian High School – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ricky+Fernandes%22">Ricky Fernandes</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8260-3539">0000-0002-8260-3539</externalLink>)<br /><searchLink fieldCode="AR" term="%22John+Willison%22">John Willison</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1892-1089">0000-0003-1892-1089</externalLink>)<br /><searchLink fieldCode="AR" term="%22Christopher+Boyle%22">Christopher Boyle</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6196-7619">0000-0001-6196-7619</externalLink>)<br /><searchLink fieldCode="AR" term="%22Desiani+Muliasari%22">Desiani Muliasari</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-9639-6394">0009-0007-9639-6394</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Educational+Studies%3A+Journal+of+the+American+Educational+Studies+Association%22"><i>Educational Studies: Journal of the American Educational Studies Association</i></searchLink>. 2025 61(1):22-39. – Name: Avail Label: Availability Group: Avail Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 18 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/00131946.2025.2467904 – Name: ISSN Label: ISSN Group: ISSN Data: 0013-1946<br />1532-6993 – Name: Abstract Label: Abstract Group: Ab Data: Critical Thinking development in Indonesian secondary schooling has been paired and emphasized in English as an Additional Language in order to respond to global changes and position the nation for better engagement with global concerns. This article presents a qualitative study that investigated in-service teachers' perceptions about facilitating Critical Thinking in their English language classes in an Indonesian high school through in-depth interviews. Teacher interviews in this study were analyzed with Interpretative Phenomenological Analysis, and the findings revealed that teachers appeared to lack Critical Thinking concepts and were faced with constraints in their English language classes. Substantial obstacles such as inadequacies of students' English language proficiencies, authentic Critical Thinking materials in English as an Additional Language as well as appropriate assessment tasks also minimized teachers' efforts in facilitating and developing Critical Thinking in their English language classes. As a result, teachers claimed that they required further professional learning about Critical Thinking practices and related assessment tasks before they would be able to effectively facilitate students' Critical Thinking. The need to overcome these barriers to effective Critical Thinking facilitation in English language classes provides a rationale for including observations of teacher and student practices in classrooms, as well as policy. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1497507 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/00131946.2025.2467904 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 22 Subjects: – SubjectFull: Critical Thinking Type: general – SubjectFull: Teacher Attitudes Type: general – SubjectFull: English (Second Language) Type: general – SubjectFull: Second Language Instruction Type: general – SubjectFull: Barriers Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: High School Teachers Type: general – SubjectFull: Thinking Skills Type: general – SubjectFull: Teacher Competencies Type: general – SubjectFull: Language Proficiency Type: general – SubjectFull: Indonesia Type: general Titles: – TitleFull: Teachers' Perceptions of Critical Thinking Facilitation in English Language Classes in an Indonesian High School Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ricky Fernandes – PersonEntity: Name: NameFull: John Willison – PersonEntity: Name: NameFull: Christopher Boyle – PersonEntity: Name: NameFull: Desiani Muliasari IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 0013-1946 – Type: issn-electronic Value: 1532-6993 Numbering: – Type: volume Value: 61 – Type: issue Value: 1 Titles: – TitleFull: Educational Studies: Journal of the American Educational Studies Association Type: main |
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