TEACHERS' STRATEGIES, IMPLEMENTATION, AND CHALLENGES IN DEVELOPING CRITICAL THINKING IN ESP CLASSROOMS

Abstract

Vocational high school students are expected to develop English competence that supports future workplace communication, yet English for Specific Purposes (ESP) instruction is often reported to emphasize vocabulary and grammar over reasoning and problem solving. This study investigates the strategies teachers use to develop students' critical thinking in ESP classes and how these strategies are implemented and adapted across classroom contexts, as well as the challenges teachers face in integrating critical thinking into ESP instruction. A qualitative case study design was employed, with data gathered through structured interviews with two ESP teachers and non-participant classroom observations in Grade X and Grade XI vocational classes (Light Vehicle Engineering/TKR and Computer and Network Engineering/TKJ) at a vocational high school in Cirebon, Indonesia. Data were analyzed thematically by comparing interview and observation evidence. The findings indicate that teachers relied primarily on teacher explanation, questioning for comprehension checks, writing tasks, presentation tasks, language scaffolding, and classroom adaptation, with occasional planned discussion or problem-based tasks; implementation and adaptation occurred mainly at the level of instructional delivery, such as pace, guidance intensity, and language choice, rather than through differentiated task design. Teachers also faced challenges including students' limited English proficiency, teacher-centered instruction, uneven participation, low speaking confidence, and limited critical feedback, reflection, and revision opportunities. The study concludes that while teachers' strategies supported comprehension and classroom participation, deeper critical thinking development requires stronger integration of field-related tasks, analytical questioning, reasoning-based feedback, and structured reflection.