Exploring Instructors’ Beliefs about and Practices in Promoting Students’ Critical Thinking Skills in Writing Classes





Critical thinking, instructors’ beliefs, instructors’ practices, students’ critical thinking, writing skills


The study investigated instructors’ beliefs about and practices in promoting students’ critical thinking (CT) in writing classes. A multiple case study design was employed to address the objective of the study. Three instructors were purposively selected from Wolkite University and participated in the study. The instruments used for data gathering were classroom observation, interview and document analysis. The data were qualitatively analyzed using a grounded theory approach- open coding, axial coding, and selective coding. The findings showed that the participants interpreted CT as the students’ abilities to use appropriate language and logically argue in their writing. The interview data further revealed that promoting students’ CT skill can be facilitated through providing them with an explicit introduction to CT, incorporating CT into their evaluation system, and giving them meaningful topics and adequate opportunities to practice writing. Writing activities such as argumentative, summary, and cause-effect types were noted to promote students’ critical thinking in writing classes. The study categorized and reported factors that interfered with teachers’ beliefs and their practices as student-related, instructor-related and situation-specific factors.


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Author Biographies

Yemeserach Bayou, Addis Ababa University

Yemeserach Bayou is an English language lecturer at Debre Tabor University, Ethiopia. She is a PhD student at Addis Ababa University in the Department of English Language Teaching. She received her BA in linguistics and MA in TEFL from Addis Ababa University. Her research interests include critical thinking in ELT (English Language Teaching), language learning strategies, needs assessment, and classroom management orientations.

Tamene Kitila, Addis Ababa University

Dr Tamene Kitila is an instructor and a researcher at Addis Ababa University. He did his PhD in TEFL in Lancaster University (UK). Some of his publications that focused on needs analysis, classroom interaction, the use of L1 in EFL classrooms, teachers’ Professional identities and teachers’ professional development needs appeared on different journals.


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How to Cite

Bayou, Y., & Kitila, T. (2023). Exploring Instructors’ Beliefs about and Practices in Promoting Students’ Critical Thinking Skills in Writing Classes . GIST – Education and Learning Research Journal, 26. https://doi.org/10.26817/16925777.1557


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