Investigating Teachers’ Use of Reading Materials to Cultivate Moroccan EFL Learners’ Critical Thinking Skills and Dispositions: Towards a new classroom pedagogy

Abstract

The study addresses the insufficient focus on critical thinking implementation and instruction in reading lessons in Moroccan EFL high school classrooms, emphasizing its critical role in improving learners’ analytical skills. In today’s rapidly evolving world, the ability to think critically has become more vital than ever. With a deluge of information bombarding us from various sources, it is imperative for learners to develop the skills necessary to analyze, evaluate, and interpret information objectively. Critical thinking empowers individuals to make informed decisions, solve complex problems, and engage in meaningful discussions, enriching both personal and professional lives. The primary objective of the current study is to explore teachers’ perceptions towards the use of supplementary reading materials to cultivate learners’ critical thinking skills and dispositions. The study was conducted with 292 public Moroccan high school teachers from different regions. The quantitative data was analyzed using frequencies, means and standard deviations of EFL high school teachers’ responses to the questionnaire with SPSS software program (ver. 20.0), As for the qualitative side of the data, the researcher used thematic analysis. The present study found that teachers held positive opinions about the value of teaching critical thinking and use of reading materials to cultivate these skills. However, the results revealed that teachers have inadequate knowledge about critical thinking skills and dispositions. Also, the vast majority of the respondents reported that they do not develop or select reading materials that enhance critical thinking skills and dispositions. The study yields various pedagogical implication both for pedagogical purposes and further researcher.