Development of Critical Thinking in ELT Classrooms:A study of Conceptions and Practices in Pakistani Context

Abstract

In the millennial era, graduates are encouraged to maximize their generic attributes as per global demand. Graduates expect that higher education nurtures their soft and hard skills as core learning attributes. Critical thinking skills are one of them that are recognized as an essential part of intellectual development. This has been widely encouraged to be ostensibly entrenched at the higher education levels. The current study is aiming to examine its conceptual and practical placement in English language teaching. The major objective of this study was to evaluate English language teaching teachers’ conceptions and practices in high education in Pakistan. A mixed methods research design is adopted to meet the objective. The researcher randomly selected 100 teachers associated with English language teaching in public and private sectors. The data are gathered through questionnaires and are focusing on group discussions. The critical thinking assessment scale (CTAS) has consisted of five variables classroom activities, critical thinking development activities, assessment, content coverage, and teacher training used to collect data. While group discussion is administered by the researcher. The research will be effective to understand the importance of critical Thinking development in English language teaching.