The Integration Of Critical Thinking Skills Into The Exploration Of Culture In Efl Classrooms

Résumé: Learning a second language has long been a debatable subject of inquiry. Researchers in the field have tackled the topic from multiple angles depending on their different orientations. Thus, cultural dimensions are among the top well discussed components of second language learning. Such inseparability of culture and language has motivated conducting an in-depth study that attempts to explore some of this interconnectedness. Therefore, the present research aims at determining the extent to which incorporating critical thinking skills into EFL classrooms can aid into spotting cultural differences. In doing so, a quasi-experimental research was adopted. It took place at L'arbi Ben M'hidi university- Oum El Bouaghi. The participants were first year students forming two groups: an experimental and a control group. While the latter received no treatment, both groups took two tests: a pre-questionnaire and a post-questionnaire. In fact, the introduced content of the treatment was purely about culture: cultural differences, misunderstanding and misinterpreting incidents through the basic critical thinking techniques: discussions and debates. The analysis of these tests revealed that integrating critical thinking skills into EFL classrooms improves learners' awareness about cultural dissimilarities. The study offers a list of recommendations for future pedagogical implications and points out the limitations of the current research.

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