Ricky Fernandes, John Willison, Christopher Boyle, Desiani Muliasari
Critical Thinking development in Indonesian secondary schooling has been paired and emphasized in English as an Additional Language in order to respond to global changes and position the nation for better engagement with global concerns. This article presents a qualitative study that investigated in-service teachers’ perceptions about facilitating Critical Thinking in their English language classes in an Indonesian high school through in-depth interviews. Teacher interviews in this study were analyzed with Interpretative Phenomenological Analysis, and the findings revealed that teachers appeared to lack Critical Thinking concepts and were faced with constraints in their English language classes. Substantial obstacles such as inadequacies of students’ English language proficiencies, authentic Critical Thinking materials in English as an Additional Language as well as appropriate assessment tasks also minimized teachers’ efforts in facilitating and developing Critical Thinking in their English language classes. As a result, teachers claimed that they required further professional learning about Critical Thinking practices and related assessment tasks before they would be able to effectively facilitate students’ Critical Thinking. The need to overcome these barriers to effective Critical Thinking facilitation in English language classes provides a rationale for including observations of teacher and student practices in classrooms, as well as policy. © 2025 The Author(s). Published with license by Taylor & Francis Group, LLC.
The University of Adelaide, Australia; Universitas Pendidikan Indonesia, Indonesia
Research at a Glance
Register to unlock
Topics & SDG Alignment
Register to unlock
Collaboration
Register to unlock
Author Profile (Selected)
Register to unlock
References Overview
Register to unlock
Journal & Source
Register to unlock
Metadata & Integrity
Register to unlock