Arab World English Journal (AWEJ) Volume 9. Number 3. September 2018                                   Pp. 258-281
DOI: https://dx.doi.org/10.24093/awej/vol9no3.18

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 Theory-Practice Gaps in Developing Critical Thinking: Insights from A Pedagogical
Study in Omani Context
 

Moosa Ahmed Ali Sulaiman
Education, Faculty of Arts and Applied Sciences
Dhofar University, Salalah, Oman

 Suyansah Swanto
Education, Faculty of Psychology and Education
Universiti Malaysia Sabah, Sabah, Malaysia

Wardatul Akmam Din
Preparatory Centre for Science and Technology
Universiti Malaysia Sabah, Sabah, Malaysia

 

 

Abstract:
With this premise as a backdrop that effective use of Socratic questioning in instructional practices is of vital importance in English as a forging language (EFL) classrooms, this study was undertaken to investigate application of Omani knowledge of Socratic questioning (SQ) on students’ critical thinking (CT) in post basic schools. This study investigates the application of Omani EFL of SQ on students’ CT in post basic schools. The present study attempts to a) ascertain whether there is any statistically significant difference between mean scores of those who are taught through SQ and those obtained by students who are taught CT skills in a normal setting. b) identify SQ strategies that helped to develop the students’ CT skills. An experimental research design was implemented. There were 60 students participated in this study 30 students in each group. The Mixed method procedures and data analysis showed that, a) significant differences between mean scores of those who were taught CT through SQ and those who were taught CT skills in a normal setting, c) there is clear evidence that students in the experimental group had evolved effective CT strategies during the intervention phase.
Keywords: critical thinking, Socratic questioning, teachers’ knowledge

Cite as:  Sulaiman, M. A. A., Swanto, S., & Din, W. A. (2018). Theory-Practice Gaps in Developing Critical Thinking   Arab World English Journal, 9 (3), 258-281.
DOI: https://dx.doi.org/10.24093/awej/vol9no3.18

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Moosa Ahmed Ali Suleiman spent very long time working at the Ministry of Education [MoE]
in Oman. His progression of responsibilities included senior teacher, regional supervisor, and head
of the regional supervision department. He earned his B.Ed in TESOL at the University of Leeds,
his M.Ed in TEFL from SQU. At present he is a PhD candidate and his doctoral work in the field
of Pedagogy is at its final stage of submission. Currently, he heads the Education Department at
Dhofar University in Salalah, Oman. He got award of Best teaching at Dhofar University. His
research interests include vital aspects of Socratic Questioning, Critical Thinking, TEFL/TESL
Pedagogy, Pre-service and In-service Teacher Preparation, and Assessment and Testing. ORCid
ID: https://orcid.org/0000-0002-3775-6165