Investigating the place of critical thinking in a simulation-based University freshman English course

Abstract

This study focuses on the place of critical thinking in a freshman language course at a university in the north of Lebanon. The course under investigation utilizes a simulation-based methodology. The investigation employed a mixed methodology of collecting data through semi-structured observation protocols, semi-structured interviews with teachers and focus group interviews with students as well as questionnaires that surveyed the student population. The research investigated two main issues: the role of the course material and teaching methodologies in fostering critical thinking and the extent to which learners employ critical thinking skills in the course. The analysis of the data involved an iterative process that resulted in emergent themes. The findings revealed that the course promoted critical thinking that the students employed critical thinking strategies, and that teachers and learners had positive perceptions about the impact critical thinking has on the development of language skills.