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 |
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| 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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