Teachers’ Perceptions of Barriers to Teaching Critical Thinking in ESL Classrooms

This study explores experienced ESL teachers’ perceptions of the multifaceted barriers to implementing critical thinking (CT) instruction in language classrooms in Iran. Employing a quantitative descriptive survey design, responses from ۴۱ in-service teachers were analyzed to identify challenges across three domains: teacher-related, student-related, and curriculum/resource-related barriers. Findings revealed that student-related barriers—particularly learners’ fear of error, preference for single correct answers, and lack of prior exposure to CT—were perceived as the most prominent. Teacher-related issues, such as insufficient training and time constraints, as well as a curriculum dominated by memorization and textbook dependency, further hindered CT integration. Correlational analysis demonstrated strong interrelationships among all dimensions, suggesting systemic interdependence. The study highlights the urgent need for pedagogical reform, targeted professional development, and curriculum redesign to foster a culture of inquiry and reflective thinking in ESL settings. These findings offer critical implications for policy-makers, educators, and curriculum developers aiming to cultivate higher-order thinking in language education.

کلیدواژه ها:

critical thinking ، ESL Classrooms ، ESL teacher perceptions ، critical thinking instruction barriers