English Language Teachers’ Attitudes Towards Critical Thinking within Moroccan High Schools

This study addresses the restricted attention of critical thinking in Teaching English as a Foreign Language (TEFL) Moroccan high schools, which is one new issues investigated recent times. Many students could not think critically since their instructors implement into instructional practices every day. The primary bjective this inquiry to examine teachers’ attitude towards use classroom. In paper, questionnaire was used address only language school teachers. Descriptive statistical analysis means, standard deviations, and percentages were used. results showed that teachers held positive Therefore, they need hesitate introduce it teaching. Our findings strongly indicate having an understanding what really happened classroom will surely help shape development education. suggests further be carried determine level schools.