Crititical thinking Interview Questions 2
1: Why did you choose to focus on the integration of critical thinking in EFL textbooks in Casablanca's private
schools?
Answer : My choice to delve into this topic was influenced by a combination of personal observation and broader
educational trends. Having witnessed the rise in imported textbooks in Casablanca's private schools, I was
curious about their quality and content. With the global emphasis on critical thinking in education, it became
crucial to examine whether these textbooks were equipping Moroccan students with such vital skills. This
intersection of local practices and global standards piqued my interest, driving me to investigate further.
2: How would you define critical thinking in the context of English language education?
Answer : Within the domain of English language education, I perceive critical thinking as the learner's ability not
just to comprehend the language, but to use it as a tool to analyze, evaluate, and synthesize information. It's
about empowering students to move beyond rote learning, enabling them to question, debate, infer, and draw
well-informed conclusions using the English language.
3: Why do you believe the imported EFL textbooks are predominantly preferred by private schools in Morocco
over locally produced textbooks?
Answer :Based on my initial findings, it appears that imported EFL textbooks are perceived to provide a broader
and more current curriculum, coupled with modern teaching methods. Their international reputation further
solidifies their position as a benchmark for quality education. While local textbooks resonate with Moroccan
culture and context, they might not always incorporate the latest educational trends. This difference potentially
makes imported textbooks more attractive to private schools in Morocco aiming to match global educational
benchmarks.
4: How do you plan to select the teachers and students for the semi-structured interviews?
Answer : I intend to employ purposive sampling to target teachers and students who have direct experience with
the selected textbooks. I'll reach out to several private schools in Casablanca, seeking permissions. My aim is to
have a diverse group in terms of teaching experience, ensuring that both novice and old-time teachers are
included, providing a comprehensive understanding of the topic.
5: You mentioned using Bloom's taxonomy for the content analysis. Can you explain why you find it suitable
for this study?
Answer : Bloom's taxonomy offers a hierarchical model, distinguishing between different levels of cognitive skills,
from basic recall of facts to higher-order skills like evaluation and creation. Given that the integration of critical
thinking in textbooks can vary in depth and complexity, Bloom's taxonomy provides a systematic framework to
categorize and analyze the different cognitive demands of tasks in the textbooks, helping me discern whether
they truly promote critical thinking or merely touch its surface.
6: How do you plan to ensure the reliability and validity of your content analysis?
Answer : Reliability and validity are pillars of any rigorous research. To ensure reliability, I will engage with peers
to perform independent analyses of the same content, and subsequently cross-check our results for consistency.
As for validity, I'll establish precise and consistent coding criteria rooted in Bloom's taxonomy. By doing so, we
can accurately classify tasks within the textbooks. Regular interactions with my academic advisors and other
subject-matter experts will provide continuous feedback, further ensuring that our analysis methods remain
accurate and representative of the content.
7: How will you ensure that the semi-structured interviews provide unbiased and honest insights from the
participants?
Answer : Ensuring genuine feedback from participants is vital. First, I'll stress the confidentiality of their
responses, assuring them that their identities and inputs will remain anonymous. By emphasizing the research's
objective nature and the value of honest insights, participants will understand the importance of their genuine
feedback. The semi-structured format, with its open-ended questions, offers flexibility, enabling participants to
freely convey their experiences and perceptions. Additionally, avoiding questions that might lead respondents in
a particular direction and conducting interviews in a neutral environment will further help in obtaining unbiased
and sincere insights.
8: The study emphasizes the significance of critical thinking for 21st-century skills. Can you expand on the link
between the two?
Answer : Certainly. The 21st century is characterized by a rapidly changing landscape driven by technology, a
surge in information availability, and global interconnectedness. Navigating this world requires more than just
rote learning; it demands the ability to think critically. Critical thinking equips individuals to analyze vast amounts
of information, discerning the credible from the misleading, to innovate in problem-solving, and to make well-
informed decisions in diverse situations. In English language education, embedding critical thinking goes beyond
language proficiency, enabling learners to engage with content more deeply, question assumptions, and become
discerning communicators in a global context.
9: You've identified a gap regarding the evaluation of imported EFL textbooks in the Moroccan context. Why
do you think this gap exists in the current literature?
Answer : There are a few reasons why we haven't looked closely at imported EFL textbooks in Morocco. First,
many think that if a textbook is famous worldwide, it must be good, so they don't question it. Next, most studies
have been focusing on our local books because they're directly related to our education system. Lastly, since
many private schools are now using these foreign books, it's important we check how suitable they are for our
students.
10: How do you plan to deal with any challenges or limitations you might encounter during your content
analysis and interviews?
Answer : I expect some issues like not getting all the textbook details or people not being open during interviews.
To handle this, I'll build good relationships with schools and interviewees, making sure they know this study is
only for academic purposes. If I find hard-to-understand parts in the textbooks, I'll ask experts for help. If
unexpected problems come up, I'm ready to adjust my approach to keep the study strong and meaningful.
11: What is the significance of focusing on the textbooks "English in Mind 4" and "On Screen B1"? Are there
any other textbooks you considered?
Answer : These textbooks were pinpointed due to their notable popularity and widespread use in private schools
in Casablanca, based on the data from textbook distributors. While other textbooks were on the initial
consideration list, the emphasis on these two was to ensure a deep, rather than broad, analysis. That said,
depending on preliminary findings, there's potential to expand the scope to include other significant textbooks in
subsequent research phases.
12: In your study, you make a distinction between high and low order thinking skills. Can you clarify this
distinction and its significance to your research?
Answer : High and low order thinking skills are terms derived from Bloom's taxonomy. Low order skills generally
involve recall, understanding, and basic application of knowledge. In contrast, high order skills delve into
analysis, evaluation, and creation, requiring a deeper cognitive engagement. The distinction is pivotal for my
research, as simply integrating basic recall tasks wouldn't suffice to claim a textbook truly fosters critical thinking.
My aim is to discern the depth and complexity of critical thinking tasks present in the textbooks.
13: Given the hypotheses you've outlined, how do you foresee the results of your study influencing English
language education in Morocco?
Answer: My study aims to see how well these imported EFL textbooks teach critical thinking to Moroccan
students. If the results show the textbooks are effective, more schools might use them. If not, schools might
rethink their choices, maybe looking for local books or asking for changes in the imported ones. Whatever the
outcome, the study will give useful information to those deciding what English books to use in Moroccan schools.
The findings will provide valuable data to educators, policymakers, and textbook publishers, aiding in more
informed decision-making for English language education in Morocco.
14: Can you provide a brief overview of how you plan to statistically analyze the data collected from the
content analysis and the semi-structured interviews?
Answer : For the textbook content analysis, I'll use statistics to describe and compare how critical thinking tasks
are presented, focusing on Bloom's taxonomy levels. When it comes to the interviews, I'll mainly use thematic
analysis, a method where I look for common themes or ideas shared by teachers. This will give insights into how
teachers feel and think about these textbooks. If the interviews give any data that can be counted or measured,
I'll also run statistical tests on that to find any interesting patterns or relationships.
15: How do you intend to ensure the ethical considerations are maintained, especially when conducting
interviews with teachers and possibly students?
Answer : Maintaining ethical standards is a top priority. Before starting any interview, I'll make sure participants
fully understand the the research's purpose, their role, and their right to withdraw at any point.Their information
will be kept anonymous and confidential, used only for this research. If students take part, I'll get approval from
their parents too. Throughout the study, I'll work closely with my university's ethics group to make sure
everything I do is up to the mark.Ethics is of paramount importance in this research. Firstly, I will obtain informed
consent from all participants, ensuring they understand
16: How do you anticipate the outcomes of this research influencing policymakers in the realm of English
language education in Morocco?
Answer :This research aims to see how well imported textbooks teach critical thinking in English to Moroccan
students. If the results show gaps or strengths, it could make policymakers rethink which books schools should
use or how English is taught. English is becoming more and more important worldwide, so it's not just about
learning the language. We also want our students to think critically using English. The results of this study could
help our leaders make better choices for English education in Morocco, keeping our future goals in mind.
17: Considering global trends in education and the focus on skills needed for the 21st century, how does your
study fit into the bigger picture of educational research?
Answer : Today's education is about more than just facts; it's about giving students the tools to think critically in
a global world. My study looks at how well popular textbooks in Morocco are doing this. Even though I'm
focusing on Morocco, the lessons we learn can help teachers and schools everywhere. By understanding how
textbooks support critical thinking, we can make better choices in education. So, while my study is specific to a
certain place and subject, its findings can add to a bigger, worldwide discussion on how to best teach our
students for the future.
18: Given that the concept of critical thinking is vast and varied, how will you handle potential issues or
misunderstandings (potential limitations or challenges ) about what it means?
Answer : You're right, "critical thinking" can mean different things to different people. My plan is to set a clear
definition from the start, based on research and what makes sense for Morocco's schools. If challenges come up,
like during textbook reviews or interviews, I'll keep checking back with that definition. Talking to experts and
getting feedback from peers will also help keep things on track and ensure everyone's on the same page about
what "critical thinking" means in this study.
19: How will you ensure that the textbooks you analyze are a representative sample of what's predominantly
used in private schools?
Answer : By collaborating with textbook distributors and liaising with educators in Casablanca, I've identified
"English in Mind 4" and "On Screen B1" as widely adopted materials. To further ensure representativeness, I'll
conduct preliminary surveys in selected private schools to verify the prevalence of these textbooks. If
discrepancies emerge or if other significant textbooks come to light, I am open to adapting the study's scope to
incorporate them.
20: Post-study, how do you plan to disseminate your findings to ensure they reach the stakeholders:
educators, curriculum designers, and policymakers?
Answer : Dissemination is a crucial aspect to ensure the research's impact. I plan to publish the findings in
reputable education journals, present them at national and international conferences, and organize workshops
for educators and policymakers in Morocco. Collaborating with educational boards and institutions will also help
in reaching a wider audience. The aim is to ignite dialogues and discussions on the topic, fostering informed
decisions in the realm of English language education.
21: Why are you focusing on 'imported' textbooks? Are you suggesting that local ones might not be as good?
Answer : I'm focusing on 'imported' textbooks because many private schools in Casablanca seem to prefer them,
possibly thinking they meet global standards or offer different teaching methods. It's not about saying local
books aren't good. My study wants to see if these popular imported books really deliver on their promise,
especially when it comes to teaching critical thinking.
22: How do you plan to measure or quantify the 'effectiveness' of these textbooks in imparting critical thinking
skills to the students?
Answer : I'll use a mix of methods.. Firstly, the content analysis will provide insights into the presence and depth
of critical thinking tasks in the textbooks. Subsequently, the semi-structured interviews with teachers will capture
their perceptions and experiences. Teachers, being the primary facilitators, can offer invaluable insights into how
these tasks translate into classroom learning, the challenges faced, and the observed outcomes in students'
cognitive abilities. If possible, I might also chat with groups of students to hear about their own experiences and
if they feel they're thinking more critically because of these books.
23: Considering the mixed-methods approach you're employing, how do you plan to reconcile or integrate
findings from the qualitative and quantitative strands of your research?
Answer : Integrating findings from both strands is crucial to provide a holistic understanding. The quantitative
data from content analysis will offer a structured overview of the presence and distribution of critical thinking
tasks in the textbooks. In contrast, the qualitative data from interviews will delve into the lived experiences of
teachers, providing depth and context. By juxtaposing these findings, I aim to draw comprehensive conclusions,
with the quantitative data providing the breadth of the analysis and the qualitative data offering depth and
nuance.
24: What might happen to students in the long run if they don't get enough practice with critical thinking in
school?
Answer : Missing out on critical thinking training can hold students back in many ways. In higher education, they
might struggle with tasks that need independent and deep thinking. In their careers and daily lives, they might
find it hard to make good choices, communicate well with others, and adjust to our fast-changing world. Simply
put, without solid critical thinking skills, students might face challenges both in and out of the classroom as they
grow.
