| dc.description.abstract | Critical thinking is an essential skill for success in the 21st century, particularly in
the realm of language learning. This study explores the perceptions and practices of
pre-service English language teachers (ELTs) regarding critical thinking instruction
in Indonesia. Through a qualitative case study approach, semi-structured interviews
were conducted with two pre-service ELTs from a private university in Yogyakarta.
Thematic analysis revealed a rich tapestry of insights into the participants'
understanding of critical thinking, their perceived importance of critical thinking in
language learning, and their willingness to integrate critical thinking into their
teaching practices.
The findings highlight the significance of critical thinking in language acquisition,
as it empowers students to analyze complex information, evaluate diverse
perspectives, and form informed judgments. Participants emphasized the need for
incorporating critical thinking strategies into language teaching to enhance students'
cognitive abilities and facilitate deeper understanding. However, the study also
identified potential challenges, including uneven distribution of critical thinking
practices across the education system and the need for specialized teacher training
to effectively implement critical thinking instruction.
The study contributes to the understanding of pre-service ELTs' perceptions and
practices of critical thinking in Indonesia. It also provides valuable insights for
teacher training programs, curriculum development, and future research aimed at
enhancing critical thinking instruction in English language teaching. | en_US |
