Research Article

English Language Teachers’ Perceptions, Knowledge and Practices of Analytical Thinking Skills

Sachithanantham Tachina Moorthi
University Utara, Malaysia
* Corresponding author
Rafizah Mohd Rawian
University Utara, Malaysia
DOI icon 10.24018/ejsocial.2023.3.1.362

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Submitted 2022-11-12
Published 2023-01-09

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Article Main Content

This study attempts to examine the knowledge, perceptions, and practices of English language teachers teaching analytical thinking skills in the English reading lesson and investigate the challenges that English language teachers face when incorporating analytical thinking skills in their English reading lessons. Data were collected through a questionnaire administered to 132 English language teachers from 10 National Secondary schools in the district of Kuala Muda, Kedah. In addition, two expert English language teachers’ reading lessons were observed, and post observation interviews were conducted with them. The data collected were analysed using a thematic analysis approach and descriptive statistics. The study found 79% of the participants exhibiting excellent knowledge of analytical thinking skills, while 19% of the participants showed a high level of knowledge and 2% of them had a fair amount of knowledge of analytical thinking skills. All 132 participants indicated positive perceptions of teaching analytical thinking skills in the English reading lessons. Observation of the two expert English language teachers revealed that ‘using open-ended questions, conducting collaborative learning among students, carrying out task-based learning as well as proper lesson planning’ as effective techniques that enhance the teaching of analytical thinking skills. On the other hand, sourcing teaching materials relevant to the topics stipulated in the syllabus and the poor English language proficiency of the students were found to be the major challenges for the two expert English language teachers when teaching analytical thinking skills.
Keywords: Analytical Thinking Skills, Teacher Knowledge, Teacher Perceptions, Teacher Practices.

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