• Lela Ivanovska Faculty of Information and Communication Technologies, Bitola


Critical thinking is the mastery of a set of skills such as knowledge, comprehension, application, analysis, synthesis, evaluation and applying the best when faced with a novel situation; furthermore, the three higher levels, i.e. analysis, synthesis, and evaluation, are frequently reported to reflect CT. It is a cognitive skill which influences the way of our thinking. It includes the ability to think clearly and rationally, to engage in reflective and independent thinking; the ability to decide what to do or what to believe. Nowadays, critical thinking is one of the major concepts under consideration in education. Its role in second and foreign language learning and teaching is of great importance. It has a significant role in higher education and the professions and can be considered as a core of higher education and as a fundamental goal of learning. If critical thinking is clearly expressed in higher education, then students who are achieving those levels of qualification will be critical thinkers. The aim of the paper is to examine university teachers` perceptions related to the development of critical thinking skills and students’ critical thinking abilities in teaching English language in their classes. The paper aims to answer such questions as: How do ESL university teachers promote critical thinking in their classes? What are ESL university teachers’ perceptions towards students’ critical thinking abilities? Are students critical thinker? (Bloom’s Taxonomy).


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How to Cite
IVANOVSKA, Lela. ENGLISH SECOND LANGUAGE STUDENTS’ CRITICAL THINKING ABILITY. International Journal of Education TEACHER, [S.l.], v. 14, n. 1, p. 38-42, sep. 2017. ISSN 1857-8888. Available at: <https://ijeteacher.com/index.php/ijeteach/article/view/9>. Date accessed: 21 sep. 2017. doi: https://doi.org/10.20544/teacher.14.05.