Promoting Critical Thinking Skill in the 21st Century: The Role of Saudi Female EFL Teachers in the Writing Classroom

Hayat Rasheed Alamri

Abstract


The current quantitative and qualitative research study attempts to explore the role of Saudi female EFL teachers in promoting critical writing as a 21st century skill in classrooms. The sample size of the study is 145 (16.46 % of the entire population) female EFL teachers in government and private schools in Madinah, Saudi Arabia. For the purpose of the study, the researcher formulated a questionnaire that consisted of closed and one open-ended questions. The results show that 77.9% of the participants rated writing skills as “Difficult” for their students, and only 45 participants (31.0%) corrected students’ written materials “Every time”. Only 35 (24.1%) of the EFL teachers provided students with constructive feedback “Every time”. The results also demonstrate that the students of 68.28% of the participants relied heavily on their teachers’ correction and feedback, and counted on their teachers to provide analytical comments for their further improvement; 62.76% of participants used concept mapping in teaching critical writing skills. The majority of EFL teachers reported that students’ greatest obstacles to mastering critical writing are insufficient vocabulary, inability to express thoughts clearly, and inability to structure ideas logically. The results of the open-ended question show that Saudi female EFL teachers indicate full understanding of the importance of critical writing skills for their students, and as a result, they suggested wide variety of critical writing strategies. Some recommendations have been made based on the study results.


Keywords


Role of EFL Teacher; 21st Century Skills; Critical Thinking; Critical Writing

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References


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