EFL instructors’ critical thinking: Cognition, practices, and dispositions

Abstract

Contemporary language education aims to promote 21st-century core thinking-related competencies. Achieving this goal requires empowered teachers with strong beliefs and practices that support effective language instruction. In this context, English-as-a-foreign-language instructors’ understanding of creative and critical thinking plays a crucial role in integrating critical thinking standards into English language teaching, thereby fostering multiple competencies. This study examines English-as-a-foreign-language instructors’ critical thinking cognition, practices, and dispositions, along with their interdependence. Employing a concurrent mixed-methods approach, the research combines quantitative analysis with in-depth exploration. Ninety-two instructors were selected using systematic random sampling from three Ethiopian universities and participated by responding to structured and open-ended questionnaires. Quantitative data were analyzed using percentages, t -tests, and multiple linear regression techniques, whereas qualitative data underwent thematic analysis. Findings indicate that although instructors demonstrate awareness and familiarity with critical thinking, many struggle to conceptualize it fully. Most instructors often focus on lower-order critical thinking standards and engage students in less cognitively demanding activities. This tendency is frequently attributed to challenges within the educational environment, diverse student backgrounds, and limitations in instructors’ own preparedness. To address these issues, it is recommended to implement awareness-raising initiatives, provide professional development training, and facilitate discussions aimed at enhancing instructors’ understanding and application of critical thinking.