The relationship between English language teachers' critical thinking dispositions levels and their levels of utilizing critical thinking strategies

This study investigates the relationship between High School English language teachers' critical thinking dispositions levels and their levels of exploiting strategies to enhance learners' critical thinking skills. Seventy two English language teachers employed in the city centre of Adıyaman in the education year 2013-2014 have participated in the study. In order to determine their critical thinking dispositions levels, California Critical Thinking Dispositions Inventory (CCTDI) whose items had been reduced to 51 by Kökdemir (2003) has been used and in order to determine their level of using strategies, a scale of cognitive domain based on Bloom's taxonomy has been used. SPSS 21.0 has been used for the analysis of the data. The correlational analysis has revealed that there is a positive, significant but medium level of relationship between the two variables (r=,357). In accordance with the findings obtained recommendations have been made, including the training on how to incorporate critical thinking skills into subject areas. Keywords: Critical Thinking, English as a Foreign Language, Bloom's Taxonomy, Cognitive Domain