Enhancing Critical Thinking in English Language Teaching (ELT) Programs: A Comparative Study of Higher Education in Pakistan and Saudi Arabia

Abstract

Critical thinking is often considered essential for improving the quality of higher education and fostering student success, especially within the context of English Language Teaching (ELT). This qualitative and reflective study aims to evaluate the integration of critical thinking skills within ELT programs by examining program specifications and the reflections of faculty members and students from Pakistan and Saudi Arabia. The research specifically investigates how course structures and curriculum design promote critical thinking in ELT, while also exploring faculty perceptions of its role in enhancing students' linguistic abilities and academic performance. By involving twenty PhD and master's students alongside fourteen faculty members, seven from each country, this study analyses the alignment between ELT program schemes and critical thinking development. Results indicate that while critical thinking is present in ELT programs, there is a lack of emphasis on creativity and independent learning. Course specifications tend to be rigid, limiting flexibility. Recommendations include adopting more flexible designs, incorporating creativity, and updating resources to better develop students' critical thinking skills for future success in English language proficiency.