ABSTRACT
The current chapter deals with Teaching English as a Foreign Language (TEFL) postgraduate students' perception and conceptualization of critical thinking (CT), their perception of the obstacles to their CT development, and their suggestions on how to improve CT skills. The findings of CCTST-Form B, administered to 50 postgraduate students in TEFL, indicated that the participants were not critical thinkers. The results of the content analysis of the focus-group discussions also showed that the participants had partially true conceptualization of CT. The participants also reported that the obstacles discouraging them from thinking and acting critically included the educational system of the country (i.e. the curricula, syllabi and materials, the teachers, the teaching/learning methods, etc.), lack of a strong knowledge base in CT, lack of time, students' lack of motivation, sociopolitical and cultural factors, and personality factors. Some implications are also presented in the chapter.
