Planning lessons for critical thinking:

a way to improve learning outcomes in the english as a foreign language classroom

Investigación y Desarrollo • Volumen 11 • 2016 • Diciembre • Nº 1 • ISSN: 1390-5546 / e-ISSN: 2361-2557Investigación y Desarrollo • Volumen 11 • 2016 • Diciembre • Nº 1 • ISSN: 1390-5546 / e-ISSN: 2361-2557

PLANNING LESSONS FOR CRITICAL THINKING: A WAY TO IMPROVE LEARNING

OUTCOMES IN THE ENGLISH AS A FOREIGN LANGUAGE CLASSROOM

PLANIFICAR LECCIONES PARA EL DESARROLLO DEL PENSAMIENTO CRÍTICO:

UNA MANERA DE MEJORAR LOS RESULTADOS EN EL AULA DEL

APRENDIZAJE DEL INGLÉS COMO LENGUA EXTRANJERA

Wilma Guadalupe Villacís Villacís / Universidad Técnica de Ambato / wilmagvillacisv@uta.edu.ec

Cynthia Soledad Hidalgo Camacho/ Universidad Técnica de Ambato / cs.hidalgo@uta.edu.ec

ABSTRACT

ncouraging critical thinking (CT) in the EFL classroom is something that every professional in the educational ﬁeld should be responsible for. The

aim of this paper was to make an analysis of different studies on the topic. The methodology used was based on a descriptive study through

the analysis of several primary sources such as research papers on the topic that have been published in scientiﬁc journals, books, records of or-

ganizations, among others. These sources lead to the identiﬁcation of important elements in a lesson plan for critical thinking: elements of thought,

intellectual standards and intellectual traits. Writing good learning objectives is just as important as selecting effective activities and determining

ideal assessments to facilitate that teachers and students perceive what is to be achieved in the class and how. Aligning the tenets of critical thin-

king when planning a lesson promotes real learning in our students through the achievement of effective learning outcomes. In conclusion, critical

thinking skills need to be developed on a daily basis rather than as a part of isolated lessons that uncommonly take place.

Keywords:

Critical thinking, Bloom´s Taxonomy, Intellectual Traits, CT strategies,

Assessment

RESUMEN

l estimular el pensamiento crítico (CT) en el aula de enseñanza del inglés como lengua extranjera, es responsabilidad de todo educador. El

objetivo de este documento académico es realizar un análisis de diferentes estudios del tópico. La metodología usada se ha basado en un

estudio descriptivo de análisis de algunas fuentes de información primarias como: investigaciones acerca del tópico que han sido publicadas

en revistas cientíﬁcas, libros, registros de organizaciones, entre otros. Estas fuentes guían a la identiﬁcación de elementos importantes para un

plan de clase con enfoque al pensamiento crítico: elementos del pensamiento, estándares intelectuales y rasgos intelectuales. El escribir buenos

objetivos de aprendizaje, es tan importante como es el escoger actividades efectivas y determinar la evaluación ideal para que educadores y

estudiantes puedan percibir qué será alcanzado en la clase y cómo. Al alinear los principios de pensamiento crítico, estaremos incentivando en

nuestros estudiantes aprendizaje real a través de la consecución efectiva de logros de aprendizaje. En conclusión, las destrezas de pensamiento

crítico necesitan ser desarrolladas a diario, más que dentro de una lección aislada que no se realiza regularmente.

Palabras claves:

Pensamiento Crítico, Taxonomía de Bloom, Rasgos intelectuales, Estrategias

para pensamiento Crítico, Evaluación

ARTÍCULO RECIBIDO: 21/11/16

ARTÍCULO ACEPTADO: 30/11/18

Investigación y Desarrollo • Revista de Divulgación Científica y Cultural • Volumen 11

Diciembre 2016 • PP 49 - 57 • Dirección de Investigación y Desarrollo • U.T.A. • Ambato - Ecuador

ISSN: 1390 - 5546 / e-ISSN: 2361-2557

Wilma Guadalupe Villacís-Villacís; Cynthia Soledad Hidalgo-Camacho

ne of the biggest challenges that teachers have is to work

with students that are not critical thinkers. Whether teaching

content or a new language, teachers generally encounter

situations where such processes are not as meaningful as they

should, due to the lack of the stimulus to think or act critically,

as expressed by Fiallos (2017). This situation characterizes

lessons in primary schools, high schools and universities.

Students struggle when they do research, ask questions and

make decisions autonomously. Learners are used to receiving

information from the teacher considering it as the absolute

truth. Their role in the classroom is reduced to being information

receivers, which is not acceptable.

Active involvement leads students to produce high quality

thinking and enables them to assess their knowledge as well.

Undoubtedly, competent students in a global society are proﬁcient

communicators, creators, critical thinkers, and collaborators: the

Four Cs (Roekel, 2011, p.7). In this regard, Spahiu and Spahiu

(2013) stated the relevance of the role of the teacher to achieve

satisfactory results in the teaching and learning process. In other

words, teachers are required to reﬂect on how to foster critical

thinking in their classroom because of the fact that critical

thinking skills, just as any other skills, are to be developed or

modiﬁed in the classroom.

In various teaching scenarios the analysis, synthesis or

evaluation of information on the part of students is minimum.

Moreover, educators are required to place value on opportunities

to generate environments where learners participate in activities

which promote higher order thinking. Another key to remember

is the necessity to consider the teachers’ own critical thinking

skills. Choy and Oo (2012) corroborate that teachers are

not critically reﬂective. In fact, teachers are more focused on

how they are assessed by their students and superiors, which

undoubtedly affects teaching.

The information taken into account for this literature review was

previously analyzed in terms of relevance, date of publication

and impact. This study exposes the elements for a lesson plan to

develop critical thinking, starting by establishing the importance

of writing a well-structured objective that is essential to reveal

what is expected to be achieved with the students at the end

of the lesson. Broadbear (2012) has documented the necessity

to contemplate elements such as Bloom’s taxonomy, intellectual

traits, intellectual standards and CT strategies to write a proper

objective for a critical thinking lesson.

Aside from a well-structured lesson plan, assessment is an

essential element that aims to foster an effective teaching-

learning process. This literature review promotes the improvement

of learning outcomes by making the relationship between

critical thinking and real assessment noticeable. Moreover,

there is evidence that suggests that if critical thinking skills, the

capability of analyzing, synthetizing and evaluating information

are considered, real learning occurs. Likewise, it is important

to remember that real learning involves raising vital questions,

formulating problems, gathering and assessing information,

adopting a point of view and communicating effectively, among

other implications found in critical thinking assessment (Paul &

Elder, 2016, p.3).

INTRODUCTION

LITERATURE REVIEW

n this section, the principal concepts of critical thinking which

have propelled to the forefront in investigations on how to

improve learning process and students´ learning outcomes are

examined as a combination of well written objectives, standards,

strategies and assessment that provide the proper groundwork

to plan lessons on. This paper conveys information from different

authors who recognize the relevance of planning a lesson for

critical thinking.

Critical thinking

here are multiple concepts and interpretations regarding the

topic. However, remarkably numerous authors highlight the

correlation between higher order thinking skills such as analysis,

evaluation and critical thinking. Undeniably, a critical thinker is a

person who raises questions and solves problems; gathers and

assesses important information from the immediate context to

improve processes and reaches higher levels of thinking. In this

regard, Elder (2007), as cited in Vdovina and Cardozo (2013)

stated:

Critical thinking is a self-guided, self-disciplined thinking

which attempts to reason at the highest level of quality in

a fair-minded way. People, who think critically, consistently

attempt to live rationally, reasonably and emphatically.

They are aware of the inherently ﬂawed nature of human

thinking when left unchecked (p. 55-56).

Planning lessons for critical thinking:

a way to improve learning outcomes in the english as a foreign language classroom

Similarly, McPeck (2016) describes critical thinking as a quality

of human beings which involves the skills and abilities that are

necessary for engaging learners in activities. These activities are

always done in relation to subject areas, they never happen in

isolation. Consequently, it is vital that teachers include techniques

and strategies that help learners develop higher order thinking

and critical thinking which are seen as a form of problem solving

(Chinedu, Kamin, & Olabiyi, 2015).

The cognitive level normally developed in Ecuadorian teaching

scenarios is ineffective. In fact, high levels of comprehension are

not emphasized in the learning process. Learners are involved

in activities that require memorizing information or answering

questions of lower-level thinking. Findings evidence that this

matter seems to be a worldwide problem (Freahat & Smadi, 2014

p. 1806). Bloom (1956), cited by the same authors, asserts that

teachers focus more on making students remember, understand

and apply. These skills keep learners in the fundamental stages

of critical thinking. Students, on the other hand, need to go

through processes that require analyzing, synthesizing and

evaluating. These cognitive skills or strategies are the core

elements to designing a lesson plan if critical thinking is the aim

of the learning process. Halpern (2007) as cited in Kadel (2014)

surmises:

Critical thinking is the use of those cognitive skills or

strategies that increase the probability of a desirable

outcome. It is used to describe thinking that is purposeful,

reasoned and goal-directed – the kind of thinking involved

in solving problems, formulating inferences, calculating

likelihood, and making decisions, when the thinker is using

skills that are thoughtful and effective for the particular

context and type of thinking task (p. 58).

Based on this deﬁnition, the role of the teacher in a lesson

for critical thinking is of a facilitator, which consists of leading

students to the discovery of knowledge. Therefore, the tasks

are meaningful and elicit active participation from the learners.

Moreover, it has been proved that higher order thinking skills need

to be developed on the foundations of solid lower order thinking

skills. An individual reaches the levels of evaluation and creation,

once the cognitive processes of knowledge, comprehension and

application have been successfully expanded (Kadel, 2014).

Lesson planning for critical thinking

stablishing the differences between a traditional lesson

and a critical thinking lesson is essential. Students have

the teacher´s guidance all the time and follow instructions in a

traditional lesson. Expressing ideas, thoughts or feelings has not

been an option for students (Spahiu & Spahiu, 2013). A lesson

plan with a critical thinking focus expects students to make

judgments about what they learn, based on either internal or

external criteria (Lord & Baviskar, 2007). Lesson plans for critical

thinking are typiﬁed by a wide variety of topics, areas of study

and activities which include creative thinking, well-reasoned

responses and the argumentation of all the ideas presented

during interaction (Lara, 2007).

One of the responsibilities teachers have in educational institutions

is lesson planning. Duncan and Met (2010) manifested that

lesson planning helps to ensure that classroom instruction aligns

with the curriculum goals and objectives. For this reason, the

teacher´s awareness of the general and speciﬁc objectives of the

curriculum is mandatory to select the techniques and strategies

for critical thinking. For these reasons, a lesson plan for critical

thinking is required to contemplate various components that

are systematically combined to drive learners from lower level

thinking to a higher level thinking (Hughes, 2014). These elements

are Bloom´s taxonomy, intellectual standards, intellectual traits,

critical thinking techniques and strategies as well as a good

assessment to measure the learning outcomes.

Bloom’s taxonomy

ritical thinking is closely linked to higher order thinking.

Therefore, levels of cognition are to be distinguished.

Munzenmaier and Rubin (2013) state that the aim of Bejamin

Bloom´s taxonomy was to ﬁnd a common language that experts

in education could use to write and measure educational

objectives. This taxonomy organizes educational goals into a

hierarchy whose four principles show emphasis on the cognitive

process along with psychological, behavioral and procedural

processes. The principles that guide the development of this

model contemplate categories which entail student behaviors,

logical relationships, understanding of psychological processes

and the description of value judgments (p.3).

According to Krathwohl (2002) these categories have a

connection to the multi-level model which shows the classiﬁcation

of thinking in six cognitive levels of complexity ordered from

concrete to abstract levels. In this respect, Forehand (2005)

manifested that in the model, the lower order thinking levels

include: knowledge, comprehension and application. Higher

order thinking involves analysis, synthesis and evaluation. This

taxonomy is an enormous contribution to education because it

guides teachers in lesson planning. In other words, teachers who

aim at reaching the highest level of thinking from the students

should include techniques that make learners solve problems,

use creativity and evaluate processes.

Wilma Guadalupe Villacís-Villacís; Cynthia Soledad Hidalgo-Camacho

On this subject, Munzenmaier and Rubin (2013) illustrate the

three domains of Bloom´s taxonomy and give a brief overview

of the cognitive domain which is knowledge-based; affective

domain which is based on attitude and the psychomotor domain

that is physical skills-based. These domains are essential when

educators design their lessons where it is required to contemplate

criteria such as contents, the affective and psychomotor ﬁelds to

get a holistic educational approach.

Table 1. Three domains of Bloom´s taxonomy

Source: based on Munzenmaier and Rubin (2013, p. 5)

A lesson with a critical thinking objective

nce the topic has been chosen, the next step to plan a lesson

for critical thinking is to write the learning objective. This

component is of paramount importance because it communicates

what the teacher expects from learners. Additionally, objectives

must be speciﬁc, outcome-based and measurable. Heinich,

Molenda, Russell and Smaldino (2001), as cited in TEAL Staff

(2010, p. 3) consider the ABCD as a proper model to write

objectives. This model aligns well to the characteristics of a

plan for critical thinking, as well as to Bloom´s taxonomy. An

ABCD objective has 4 different components: Audience, Behavior,

Condition, and Degree.

According to Vdovina and Cardozo (2013), the ABCD Model

provides a good framework, since it contains indispensable

elements to design a lesson. A good number of teachers consider

that cognition is the only area they have to develop; nevertheless,

there are other areas such as emotions and attitudes in learning

that are to be emphasized. The parts of an ABCD objective are:

• Audience that describes who the user of the instruction is.

• Behavior that is observed and measured, which is the

knowledge or skill demonstrated in any of the domains of

learning: interpersonal, affective, cognitive or psychomotor.

• Condition that refers to the tools used in the completion of

the proposed task.

• Degree that sets the standard for acceptable performance,

which can be related to quality, time and accuracy, among

others.

An example is provided to illustrate the elements:

Table 2. Example of the elements found in the objective

Source: adapted from Ferguson (1998 p. 88)

Additionally, Van Melle & Pinchin (2008) indicated that a learning

objective is a statement that describes what the learner is able

to do upon the completion of a learning experience. Therefore,

writing an effective objective is essential. Likewise, Ferguson

(1998) mentioned that “objectives are statements of desired,

observable, teachable, learnable behaviours that are evidence

of learning” (p.87). These objective characteristics contribute to

the design of better lesson plans, selection of materials and good

assessments to measure learning outcomes.

Planning lessons for critical thinking:

a way to improve learning outcomes in the english as a foreign language classroom

Subsequently, the objective is properly written and shared with

the students. Thus, they know what it is expected from them. A

learning objective for a lesson based on higher order thinking

skills is characterized by analysis, synthesis and evaluation of

information according to Bloom’s taxonomy, the classiﬁcation of

levels of behavior in learning (Yang, 2009). This classiﬁcation

guides teachers through the designing of tasks, for instance:

discussing theoretical situations, predicting and drawing

conclusions based on information given, assessing value and

ideas, as well as making choices to justify answers.

The components of thinking: intellectual stan-

dards and traits

n connection with this point, Scriven and Paul (1987), as cited in

Xu (2011, p. 136), provided the most relevant characteristics of

critical thinking and intellectual standards. They described critical

thinking as the intellectual process of actively conceptualizing,

applying, analyzing, synthesizing, and/or evaluating information

gathered from, or generated by observation, experience,

reﬂection, reasoning, or communication, as a guide to belief and

action.

As stated by Paul, Scriven and Michael (1987), the elements of

thought have a close relationship with the intellectual standards.

In fact, the standards must be applied to the elements of thought

while the development of intellectual traits are learned, as it is

illustrated in ﬁgure 1. Within the elements of thought we have

purpose, questions, points of view, information, inferences,

concepts, implications and assumptions. Learners who use

critical thinking while completing their assignments demonstrate

that they understand the purpose of it and are able to ﬁnd what

the issue or problem in a given situation is. Once the problem is

found, critical thinkers appreciate the depth and the breadth of

the problem and show to be fair-minded about it. These types of

learners can identify relevant points of view and show empathy

either providing information that opposes or information that

supports those points of view.

Figure 1. Standards, Elements of reasoning and Intellectual Traits

Source: developed by the author based on Paul and Elder (2006, p. 21)

In this respect, Snyder and Snyder (2008) noted that “merely

having knowledge or information is not enough. To be effective in

the workplace (and in their personal lives), students must be able

to solve problems to make effective decisions; they must be able

to think critically” (p. 90). Solving a problem is the onset of critical

thinking skills. In this regard, Boettcher (2010) acknowledged the

idea of the development of thinking through reasoning practice for

the learner similar to solving problems or puzzles.

Human beings are involved in activities related to family or

friends, education or personal reﬂection. Intellectual standards

are necessary for cultivating the intellect and living a rational life.

Therefore, teachers are responsible for cultivating the intellect

in students with the development of activities and tasks that

provoke higher order thinking in learners through the art of

asking questions (Paul & Elder, 2013).

Intellectual Standards

egarding intellectual standards, Michael (2012) postulates

that critical thinking involves not only analyzing and

identifying arguments; but discovering and overcoming

prejudices and biases, developing reasons and arguments in

favor of what is believed, considering objections and making

rational choices. Similarly, Paul and Elder (2010) contemplate

at least nine essential intellectual standards which are essential

to promote reasoning in everyday situations. In order to interpret

how intellectual standards are involved in critical thinking, varied

questions are formulated to guide students in the solution of

problems, as demonstrated in table 3:

Wilma Guadalupe Villacís-Villacís; Cynthia Soledad Hidalgo-Camacho

Table 3. questions that lead to problem solving

Source: Based on Paul and Elder (2006, p. 14)

In addition to that, Vincent and Rudinow (1990) support that

individuals who are critical thinkers do not have the right to

embarrass or humiliate others or to impose their ideas. Instead,

critical thinking aims to provide people with practices that

contribute to the society and education with the improvement

of knowledge. Moreover, critical thinkers autonomously apply

intellectual standards to their elements of reasoning to develop

intellectual traits (Bailin, Case, & Daniels, 1999).

Intellectual traits

enerally, intellectual performance is associated to the

improvement of abilities; however, intellectual works are

closely linked to dispositions of the individual, which are stable

traits that guide people´s performance (Perkins, Tishman,

Ritchhart, Donis & Andrade, 2000). This is replicated by

Holyoak and Morrison (2005) in their review that showed that

effective teaching demands judgement and decision making

from fair-minded people. These standpoints assuredly recognize

the relevance of the qualities of mind and character that a critical

thinker posseses.

In this regard, intellectual traits or the traits of mind and character

are important features that allow proper decision making;

therefore, they develop ethical performance. Those ethical

performers, who are considered critical thinkers, adequately

evaluate ideas and beliefs to cultivate a fair mind. Conjointly, they

are disciplined and self-directed and effective communicators.

All these characteristics are part of the model of critical thinking

which involves elements that are interdependent (Paul & Elder,

2013). In other words, the application of the standards of

thinking to the elements of thinking results in the development

of important intellectual traits that are shown in table 4.

Table 4. Intellectual traits and their purposes

Intellectual integrity

Intellectual fairmindedness

Intellectual courage

Conﬁdence in reasoning

Intellectual perseverance

Intellectual humility

Intellectual autonomy

Intellectual empathy

to hold oneself to the same standards of behavior to which

others are held

to have an unbiased point of view

to questions beliefs in face of new information or evidence

to rely on critical thinking and trust results

to continue to struggle with confusion, frustration or

uncertainty to gain understanding

to know the limits of one´s knowledge

to think independently through questions and problems

to consider others´ points of view

Intellectual Trait

Purpose

Source: based on Paul and Elder (2006, p. 15)

Techniques and strategies to Critical thinking

evising techniques and strategies to develop critical thinking

involves varied aspects; for instance: participation, interaction,

reﬂection, deep analysis and questioning of the information

studied (Brookﬁeld, 2015). Those aspects contribute to foster

critical thinking as a result of the involvement of students in the

learning process, which encourages them to take responsibility

for their active engagement in the activities developed during

the lesson.

Planning lessons for critical thinking:

a way to improve learning outcomes in the english as a foreign language classroom

The main technique that strengthens critical thinking is Socratic

questioning (Hong & Jacob, 2012). Likewise, Paul and Elder

(2006) indicate that it is unimaginable that someone who is a

critical thinker can lack the disposition to ask questions in depth.

Moreover, the authors state that the theory behind Socratic

questioning is relevant if it provokes in learners the desire to

ask questions systematically and deeply. In summary, Socratic

questioning is a discussion in which a person inquires in a

disciplined way; while a leader manages the discussion where

all the people who are involved in the conversation participate.

Thought is stimulated by questioning, as long as that process

causes the analysis and quality of information (Elder & Paul,

1998). The main characteristic of the Socratic questioning

technique is guiding students through the discovery of knowledge

(Delic & Becirovic, 2016).

Another technique that applies Socratic questioning is the

debate, which is an activity where learners ask questions that go

beyond the explicit information. Aspects such as clarity, accuracy,

precision, relevance, depth, breadth, logic, signiﬁcance and

fairness are inquired. According to Tawil (2016), “debating fosters

open-mindedness, inquisitiveness, analyticity, systematicity and

conﬁdence of reasoning” (p. 25). This technique leads learners to

reach an increased level of positive perception and self-efﬁcacy.

Using techniques and strategies that effectively move learners

towards critical thinking is a responsibility of all educators. A

common problem in the classroom is the approach used by

the teacher. Lessons are characterized by the lecture format.

A considerable part of the reasoning, questioning and thinking

are done by the instructor, instead of being done by the learners.

Consequently, the lecture format is not an effective method,

provided that critical thinking is to be developed in the classroom.

Duron, Limbach and Waugh (2006) indicate that active learning

makes the course worthwhile for both: teachers and students. In

an active learning environment, learners think critically because

they are the ones who process the information in the way they

prefer. They are capable of reﬂecting on their own learning and

comparing their understanding with what their classmates are

achieving.

The aforementioned techniques refer to what is explained

in Bloom´s taxonomy, which classiﬁes activities according to

their level of difﬁculty and categorizes the cognitive processes

in humans (Bloom, 1956). For instance, remembering,

understanding and applying belong to low level thinking skills

and consequently these processes require less thinking (Freahat

& Smadi, 2014). On the other hand, analyzing, evaluating

and creating demand high levels of thinking. This taxonomy

substantiates the outbreak of the theory of critical thinking. To

make a relevant contribution to students, teachers have the

responsibility to give learners plenty of opportunities to engage

in higher order thinking. These higher order thinking processes

instigate critical thinking (Duron, Limbach, & Waugh, 2006).

Assessment in a CT lesson plan

very thinking process is made of the elements that constructed

it. Paul and Gerald (1991) deﬁne the elements of thought

as building blocks of thinking that shape reasoning. According

to the authors, human beings reason to achieve something or

satisfy a desire. Therefore, when there is a cognitive process a

question or a problem is solved. For this reason, not only one

skill is evaluated while critical thinking is assessed; but a number

of skills resulting from the articulation of all the elements of

thought. These elements allow learners to distinguish types of

information, identify evidence and speculations, recognize main

concepts, see relationships between situations and topics and

ﬁnd implications and consequences.

Decisions on how to assess learning are suggested to be made

before the selection of strategies and techniques for critical

thinking. In the same way, what evidences meet the expected

learning objective are also to be identiﬁed (Edmonds, Hull, Janik,

& Rylance, 2005). Depending on the objective, formative or

summative assessments are selected. In fact, assessment tools

and assessment criteria are determined once the other elements

of a lesson plan for critical thinking have been incorporated.

In fact, Beaumont (2010) emphasizes the importance of the

involvement of students in the decision of what assessment

techniques are to be used. Furthermore, assignments and

tasks meet four criteria: meaningfulness and attempt to be

related to solid and important concepts; proper use of cognitive

skills; intellectual standards and questions that are reasoned

judgmentally and supported with evidence of what has been

done, as the result of the learning process.

Similarly, Weimer (2013) strengthens the position that when

teachers assess learning outcomes associated with critical

thinking, it is necessary to highlight the critical thinking principles.

This means that assessing critical thinkers involves awareness

of different processes. Furthermore, critical thinking skills

relate to other vital student learning outcomes: metacognition,

collaboration, and creativity; in other words, it further promotes

higher order thinking skills (Kadel, 2014).

Wilma Guadalupe Villacís-Villacís; Cynthia Soledad Hidalgo-Camacho

CONCLUSION

ostering Critical thinking in a classroom is possible when

the lesson plan entails essential elements such as: Bloom´s

taxonomy, intellectual standards, intellectual traits, critical

thinking techniques and strategies, as well as a good assessment

to measure the learning outcomes. In the same sense, writing

effective learning objectives is of paramount importance

within this design. Shirkhani and Fahim (2011) conclude that

teachers achieve learning objectives through the realization of

tasks and the usage of suitable assessment practices that are

interconnected. In fact, Ferguson (1998) notes that educators

who develop skill in formulating adequate learning objectives

experience satisfaction with learning situations and the obtained

learning outcomes.

The enhancement of critical thinking in an EFL classroom is the

predominant purpose for language teachers. This improvement

is feasible when there is involvement of learners in research and

the application of knowledge. One important consideration is that

learners are the discoverers of information, rather than passive

receptors (Snyder & Snyder, 2008, p. 97). The achievement of

critical thinking skills is possible when teachers acknowledge

all the elements involved in the process and incorporate them

in a lesson plan on a daily basis. A formative process not only

includes cognitive processes but affective and psychomotor

domains. Therefore, effective assessment results in a more

challenging practice, however, more fruitful. Provided that all these

considerations are made, the EFL teaching-learning process is

strengthened, and consequently meaningful to learners.

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