Document Type : Original Article


1 M.A. in TESOL, Indiana University of Pennsylvania, U.S.A.

2 Herat University


The current qualitative study aimed to explore the challenges of developing students' critical thinking skills through writing activities from the perspectives of five Afghan English language instructors of the English Department of Faculty of Languages and Literature, Herat University. Further, this study attempted to investigate the English language instructors’ strategies towards promoting EFL students' critical thinking skills. The data collected through face-to-face, semi- structured interviews were analyzed and interpreted thematically. The findings indicated that English language teachers’ lack of pedagogical knowledge, students' weak general information background, lack of reading activities among students, and large classes were the challenges that the Afghan English language instructors encounter in their classes while attempting to develop students' critical thinking skills. Further, promoting students' reasoning skills, integrating technologies into writing classrooms, problem-based learning, implementing interactive-based and student-centered approaches, encouraging students to do reading, as well as teaching students to provide feedback to their peers help develop EFL students' critical thinking skills.


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