Creating Culture of Thinking in Language Classrooms: An Interpretive Inquiry Into Saudi University EFL Instructors’ Beliefs and Practices
DOI:
https://doi.org/10.17507/jltr.1502.08Keywords:
Culture of Thinking, teacher beliefs, Teaching practices, sociocultural theory, university EFL instructorsAbstract
Guided by sociocultural theory (SCT) perspectives, this mixed-methods study investigated Saudi university EFL instructors' beliefs and teaching practices regarding the creation of culture of thinking (CoT) in language skills classrooms, and the factors affecting this process. Research data were gathered from 169 EFL university instructors through a self-report questionnaire. Among the participants, 12 instructors participated in a semi-structured interview. Additionally, classroom observations were conducted in seven classrooms. Questionnaire data were analyzed quantitatively using descriptive statistics while interview and classroom observation data were analyzed qualitatively. Instructors’ beliefs were examined in terms of their conceptions of thinking skills, and their perceptions of the importance of creating and sustaining a CoT in EFL classrooms. Their beliefs and reported practices were then compared to their actual classroom practices. Data analysis revealed several key findings. Firstly, there was an obvious incongruence between instructors' stated beliefs, reported practices, and actual classroom teaching practices. Though most instructors were favorable toward the CoT, they did not apply it to their classrooms. Secondly, several factors were identified to have mediated instructors' beliefs and practices pertaining to the CoT. These factors were related to cultural values (e.g., individual thinking, obedience, and respect for adults) as well as institutional and classroom contexts (e.g., workload, examination system, students’ thinking habits, and language proficiency). Finally, instructors lacked the strategies necessary to effectively implement CoT. Based on these findings, pedagogical implications and future research studies are proposed.
References
Al Zahrani, B. & Elyas, T. (2017). The Implementation of Critical Thinking in a Saudi EFL Context: Challenges and Opportunities. Indonesian Journal of English Language Teaching and Applied Linguistics, 1(2), 133-141. https://doi.org/10.21093/ijeltal.v1i2.21
Al-Seghayer, K. (2014). The four most common constraints affecting English teaching in Saudi Arabia. International Journal of English Linguistics, 4(5), 17–26. http://dx.doi.org/10.5539/ijel.v4n5p17
Ashman A. & Conway R. (1993). Using Cognitive Methods in the Classroom, London: Routledge.
Atkinson, D. (1997). A Critical Approach to Critical Thinking in TESOL. TESOL Quarterly, 31, 71-94. https://doi.org/10.2307/3587975
Barbier, K., Struyf, E., & Donche, V. (2022). Instructors' beliefs about educational practices with high-ability students. Teaching and Teacher Education, 109, 103566. https://doi.org/10.1016/j.tate.2021.103566
Bereiter, C., & Scardamalia, M. (2014). Knowledge building and knowledge creation: One concept, two hills to climb. In S. C. Tan, H.-J. So, & J. Yeo (Eds.), Knowledge creation in education (pp. 35–52). Singapore: Springer.
Bloom, B.S. (1956). Taxonomy of Educational Objectives, Handbook: The Cognitive Domain. David McKay, New York.
Borg, M. (2001). Instructors' beliefs. ELT Journal, 55(2), 186-187. https://doi.org/10.1093/elt/55.2.186
Borg, S. (2011). The impact of in-service teacher education on language instructors’ beliefs. System, 39(3), 370–80.
Brown, A. L., & Campione, J. C. (1994). Guided discovery in a community of learners. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 229–270). The MIT Press.
Chamot, A. (1995). Creating a community of thinkers in the ESL/EFL classroom. TESOL Matters, 5(5), 1–16.
Dajani, M. (2016). Using Thinking Routines as a Pedagogy for Teaching English as a Second Language in Palestine. Journal of Educational Research and Practice, 6(1), 1-18. https://doi.org/10.5590/JERAP.2016.06.1.01
Dong, Y. (2006). Learning to Think in English. Educational leadership journal, 64(2), 22-26.
Fareh, S. (2010). Challenges of teaching English in the Arab world: Why can’t EFL programs deliver as expected? Procedia-Social and Behavioural Sciences, 2(2), 3600-3604. http://dx.doi.org/10.1016/j.sbspro.2010.03.559
Fox, H. (1994). Listening to the world: Cultural issues in academic writing. Urbana, IL: National Council of Instructors of English.
González, V., Chen, C., & Sanchez, C. (2001). Cultural Thinking and Discourse Organizational Patterns Influencing Writing Skills in a Chinese English-as-a-Foreign-Language (EFL) Learner. Bilingual Research Journal, 25(4), 417-442.
Hamouda, A. (2013). An exploration of causes of Saudi students’ reluctance to participate in the English language classroom. International Journal of English Language Education, 1(1), 17-34.
Hong, Z., Yuan, R., & He, X. (2020). Investigating University EFL Instructors’ Perceptions of Critical Thinking and Its Teaching: Voices from China. Asia-Pacific Edu Res, 29, 483–493. https://doi.org/10.1007/s40299-020-00500-6
Hooper, T. (2016). Improving academic writing through thinking routines. Kwansei Gakuin University Humanities Review, 20, 47-63.
Hung, S. (2019). Creating Digital Stories: EFL Learners’ Engagement, Cognitive and Metacognitive Skills. Journal of Educational Technology & Society, 22(2), 26–37. Retrieved November 12, 2022, from, https://www.jstor.org/stable/26819615
Lantolf, J. P., & Thorne, L. (2006). Sociocultural theory and the genesis of second language development. Oxford University Press.
Li, L. (2016). Integrating thinking skills in foreign language learning: What can we learn from instructors’ perspectives? Thinking Skills and Creativity, 22, 273-288. https://doi.org/10.1016/j.tsc.2016.09.008
Li, L. (2020). Language Teacher Cognition: A Sociocultural Perspective. Palgrave Macmillan. https://doi.org/10.1057/978-1-137-51134-8.
Li, L., & Walsh, S. (2011). ‘Seeing is believing’: looking at EFL instructors’ beliefs through classroom interaction. Classroom Discourse, 2(1), 39-57, https://doi.org/10.1080/19463014.2011.562657
Moseley, D., Baumfiled, V., Elliott, J., Gregson, M., Higgins, S., Miller, J., & Newton, D.P. (2005). Frameworks for thinking: A handbook for teaching and learning. Cambridge, UK: Cambridge University Press.
Nunan, D & Bailey, K. M. (2009). Exploring Second Language Classroom Research: a Comprehensive Guide, Heinle ELT.
Oranje, J., & Smith, L. F. (2018). Language teacher cognitions and intercultural language teaching: The New Zealand perspective. Language Teaching Research, 22(3), 310–329. https://doi.org/10.1177/1362168817691319
Pohl, M. (2011). Developing a Classroom Culture of Thinking: A Whole School Approach. Teach Journal of Christian Education, 5(1), 8-9. doi:10.55254/1835-1492.1051
Ritchhart, R. (2002). Intellectual character: What it is, why it matters, and how to get it. San Francisco, CA: Jossey-Bass.
Ritchhart, R. (2015). Creating culture of thinking: The 8 Forces We Must Master to Truly Transform Our Schools. 1st ed. San Francisco: Jossey-Bass.
Ritchhart, R., & Perkins, D. N. (2005). Learning to think: The challenges of teaching thinking. In K. Holyoak, & R. G. Morrison (Eds.), Cambridge handbook of thinking and reasoning. 1st ed, Cambridge: Cambridge University Press.
Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners. 1st ed. San Francisco, CA: Jossey-Bass.
Tabačkováa, Z. (2015). Outside the Classroom Thinking Inside the Classroom Walls: Enhancing Students` Critical Thinking Through Reading Literary Texts. 5th World Conference on Learning, Teaching and Educational Leadership, WCLTA 2014. Procedia - Social and Behavioral Sciences, 186, 726 – 731. https://doi.org/10.1016/j.sbspro.2015.04.042
Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University Press.
Wilson, S. (2016). Thinking differently about leadership: A critical history of leadership studies. Edward Elgar.
Yang, L., & Gao, S. (2013). Beliefs and practices of Chinese university instructors in EFL writing instruction. Language Culture and Curriculum, 26(2), 128–145. https://doi.org/10.1080/07908318.2013.794817
Zhang, H., Yuan, R. & He, X. (2020). Investigating University EFL Instructors’ Perceptions of Critical Thinking and Its Teaching: Voices from China. Asia-Pacific Edu Res, 29, 483–493. https://doi.org/10.1007/s40299-020-00500-6
Zhang, Y. (2020). Developing EFL Students’ Critical Thinking Competence in English Reading Class. Creative Education, 11(07), 1145-1151. http://dx.doi.org/10.4236/ce.2020.117085
Zheng, H. (2013). Instructors' beliefs and practices: a dynamic and complex relationship. Asia Pacific Journal of Teacher Education, 41(3). https://doi.org/10.1080/1359866X.2013.809051
