Creating Thinking Classrooms: Perceptions and Teaching Practices of ESP Practitioners

AbstractCritical thinking skills (CTS) have been shown to enhance English language competency. However, studies on what educators think of CTS and how they incorporate CTS in English for Specific Purposes (ESP) classrooms remain limited. This paper explores the perceptions and teaching practices of five ESP lecturers/teachers using a qualitative approach. The study revealed that although lecturers/teachers observed a lack of CTS among learners, there was a lack of emphasis on developing CTS due to several factors. The results of this study provide insights for educators to reflect on their own teaching practices and incorporate CTS into English language teaching