PERTANIKA JOURNAL OF SOCIAL SCIENCES AND HUMANITIES

Critical thinking plays a vital role in enhancing the quality of students and education all over the world. Thus, educators need to be able to provide a critical thinking and learning environment in the classroom. This research centres on the critical thinking application in the classroom for the English Language programme in the Academy of Language Studies (ALS) UiTM Shah Alam – English for Professional Communication (LG240). This study aims to investigate how English lecturers and students in the ALS perceive their critical thinking application in class. Additionally, the study investigates if there is a significant difference between the perception of these two groups regarding critical thinking application in the classroom. The study adapts a framework that focusses on seven dimensions of critical thinking: analysing, applying standards, discriminating, information seeking, logical reasoning, predicting and transforming knowledge. The findings reveal that there was only one dimension that showed a significant difference between the lecturers and the students' perception of critical thinking application in the classroom, that is, 'transforming knowledge'. From this study, it can be generally concluded that both lecturers and students in the ALS share the same perception of the application of critical thinking in their classroom.