Studies in English Language Teaching ISSN 2372-9740 (Print) ISSN 2329-311X (Online) Vol. 5, No. 4, 2017 www.scholink.org/ojs/index.php/selt The Concept and Practice of Critical Thinking in EFL Classes in Benin: Prospects and Challenges—Ministry of Higher Education and Scientific Research, Republic of Benin Sekoubaou, Abel, Gbènakpon1* 1 University of Abomey-Calavi, Ecole Doctorale Pluridisciplinaire, “Espaces, Cultures et Développement”, Cotonou, Benin * Sekoubaou, Abel, Gbènakpon, E-mail:
[email protected] Received: October 31, 2017 Accepted: November 8, 2017 Online Published: November 15, 2017 doi:10.22158/selt.v5n4p749 URL: http://dx.doi.org/10.22158/selt.v5n4p749 Abstract Critical Thinking, formerly viewed as a western concept is now taught to learners worldwide as an important skill in education. This study deals with the necessity of incorporating Critical Thinking teaching in EFL classes in Beninese secondary schools through pointing out its advantages and current challenges to implementation. To collect relevant data for the research, three instruments were used: The Cornell Critical Thinking Test Level X, questionnaire and class observation. The target population has consisted of one hundred and fifty high school learners and sixty EFL teachers. The learners were split into two groups: the control group and the experimental one. Both groups took the critical thinking test twice, as pre- and post- tests. The results of the test and answers provided by teachers have revealed that teachers do not teach critical thinking skills to their learners. Trying to understand the root cause of this situation, the researcher has found that Beninese EFL teachers are not trained to teach and assess critical thinking skills.