Özet:

The incorporation of critical thinking into ESL teaching and curricula has been debated in second language pedagogy for decades. Prior publications have shown that the teaching and learning of critical thinking is a complicated issue due to both cognitive and sociocultural factors. In this questionnaire study, we had an opportunity to survey 12 instructors and 37 students at a public university in Vietnam about their viewpoints on critical thinking instruction in language teaching. In contrast with the common notion that many collectivistic cultures in Asia do not nurture critical analysis and sceptical questioning, both instructors and students in Vietnam demonstrated a hospitable view towards the practice of teaching critical thinking in English classrooms. However, instructors experience immense difficulties incorporating this concept into their curricula due to a lack of resources, training and time pressure. The current study indicates a need for critical thinking in ESL classrooms in Vietnam and provides concrete guidelines for introducing critical thinking into second language classes.

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