Critical Thinking in Algerian Secondary School EFL Classes: Expectations and Reality

The Algerian educational system is competency-based; therefore, it focuses on developing learners’ competencies and skills through a learner-centered methodology that fosters autonomy. To help teachers apply such methodology, the English syllabus designers recommend using Project-Based Learning, active learning, problem-solving strategies to learners develop 21st-century communicate effectively, collaborate, think critically creatively. However, those methods are absent in classrooms, therefore critical thinking not promoted. In this context, two questions raised affirm hypothesis. (1) what extent do respect designers’ recommendations? (2) Why avoid recommended strategies? investigate achieve aim of research, researcher carried out an in-depth quantitative analysis 30 anonymous classroom observation reports written by certified teacher trainer. address qualitative aspect held semi-structured interview with same were examined contained 150 comments teachers’ practices assessment methodologies. results showed partially recommendations. Besides, methods, practices, approaches mainly based direct instruction language content acquisition rather than reflective learning; they conducive implementing thinking. conclusion drawn from data current research hesitance use pedagogical approach due some hindrances faced teachers, namely classrooms overcrowdedness, content-based baccalaureate exam lack time lengthy programs.