Le Thi Hoai Thuong

Banking Academy of Vietnam, Hanoi, Vietnam

DOI : https://doi.org/10.47191/ijsshr/v7-i12-63

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ABSTRACT

This study explores the integration of critical thinking skills into English language speaking activities at the Banking Academy of Vietnam, aiming to assess both the current practices and the challenges faced by teachers and students. A mixed-methods research design was employed, involving quantitative surveys of 132 students and 8 teachers, as well as qualitative interviews and classroom observations. The findings reveal that teachers frequently incorporate critical thinking tasks, such as debates, problem-solving activities, and group discussions, into their lessons, which are seen as beneficial for improving students’ speaking skills and preparing them for careers in banking and finance. However, challenges such as students' limited English proficiency, time constraints, and insufficient institutional support hinder the full integration of critical thinking into the curriculum. Teachers expressed a need for more training and resources to better implement these tasks. Despite these challenges, both students and teachers reported positive outcomes from critical thinking activities, particularly in terms of improved communication and problem-solving abilities. The study concludes that addressing these challenges and enhancing institutional support can further strengthen the role of critical thinking in English language education, helping to prepare students for the demands of the banking and finance industry.

KEYWORDS:

Critical Thinking, English Language Speaking Activities, Language Competence, Banking and Finance, Teacher Training

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Volume 07 Issue 12 December 2024