Evaluating Critical Thinking Skills in Moroccan EFL Textbooks: Gateway to English 2 as a Case
Bibliographic record
Abstract
The aim of this study is to evaluate critical thinking skills (CTS) in a Moroccan textbook of English as a foreign language entitled Gateway to English 2 (GTE2 henceforth) according to Bloom’s taxonomy. Alongside with this, a survey is conducted to investigate the perceptions and attitudes of a sample of Moroccan high school teachers towards CTS and their inclusion in the aforementioned textbook. The research design adopted in this study is the mixed methods research approach and three instruments are used to collect data: document analysis, a content analysis card and a questionnaire. The participants’ sample consists of 75 Moroccan high school teachers of English who use GTE2 textbook. The three instruments were intended to gather both quantitative and qualitative data. The findings of the study revealed that the current educational policy aims to foster the CTS of Moroccan students, but the textbooks used, namely GTE2, targets only lower order thinking skills, especially comprehension, and application at the expense of higher order thinking skills which will benefit students both academically and professionally. For this reason, the study suggests activities and materials to enrich the textbook in terms of thinking skills.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.001 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".