CRITICAL THINKING SKILLS FOR ENGLISH LANGUAGE CLASSROOMS AT THE UNIVERSITY LEVEL

Abstract

Purpose of the study: The purpose of this study was to critically analyze the effectiveness of critical thinking skills in teaching the English language at the university level to non-native speakers of English. The study further analyzed the performance measured by a test of two groups of English language learners that were independent and controlled groups. Methodology: The study analyzed the performance measured by a test of two groups of English language learners that were independent and controlled groups. of BSII. For this purpose, an aptitude test was designed and served to sixty students grouped as group A and group B. Both groups have thirty students. According to the paradigm of the study, the independent samples t-test proved to be the most appropriate statistical test. Main Findings: It was concluded that incorporating critical thinking skills would be able to improve English language learning among students at the tertiary level. It was recommended that teachers' training workshops should be arranged for English language teachers, so that they may enhance their knowledge about teaching critical thinking. Applications of the study: Critical thinking skill is directly relevant to the instructional objectives and English language teaching. The purpose of this study was to critically analyze the effectiveness of critical thinking skills in teaching the English language at the university level. Novelty/Originality of the study: Research in the field of English language learning in non-native English speakers’ countries is always rewarding.