Critical Thinking Pedagogy: Using Textbooks Evaluation and Content Analysis Techniques for Saudi University Students

Eman Muhammed Al-Qahtani 

Abstract
This research has an aim to investigate to what extent Saudi English textbooks help in enhancing Saudi student’s critical thinking skills. The research topic was selected by keeping in mind the experience that Saudi Arabia students always face difficulty in the application of critical thinking skills for the determination of best possible solutions. The critical thinking skills are the necessity of professional life and if students of Saudi Arabia are failed in applying it to a particular situation, then it is important to investigate the reasons for it. The literature has concluded the same thing that the critical thinking skills learning should of that type which helps students in applying it to a particular situation because if they do not know its application, then critical thinking skill is useless. The past studies have revealed that the English textbooks have some elements of critical thinking skills but, it is important to investigate that either specific textbook contains the elements by which learner can learn the critical thinking skill or not. The primary research data was collected through a questionnaire of Five Point Likert Scale, which shows that the teachers of Saudi Arabia have neutral reply towards the role of English Textbook activities in the development of critical thinking skills. Teachers who are the research respondents of this study claimed that some gaps exist in the Saudi curricula for the development of critical thinking skills among students. This study successfully explored the role of curricula in the development of critical thinking skills among students, and how much Saudi Arabia curricula is efficient in it.

DOI: 10.32996/ijllt.2019.2.5.28 
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