Implementation of the Functional English Course and Development of Critical Thinking Skills at University Level
Authors
SHAISTA IRSHAD KHAN, HALEEMA BANO and MUHAMMAD SAEED KHAN
Abstract
The present study intended to explore the extent to which the implementation of the Functional English course develops critical thinking (CT) skills of learners at university level. This case study research made use of purposive sampling strategy and four such higher education institutions in the Khyber Pakhtunkhwa were chosen where case under study was offered. An observation protocol was used to collect data in this observational study. One observation in each institution was randomly conducted while observing all the ethical considerations. The researcher, as non-participant observer, collected field notes and analyzed that data qualitatively. The findings revealed that Intended Learning Outcomes (ILO’s) were explicitly shared by all the teachers, which were directly reflecting potential for development of CT skills. Fifty percent teachers organized the opening of lesson by brain storming. All the four classes observed, reflected a strong evidence of teachers positive and productive interaction with students. Teaching strategies used by all the four teachers were student centered and indicative of development of CT skills among learners.
Keywords: Functional English Course, Critical Thinking Skills, Development, Teaching Strategies.
