The aim of this study was to assess the impact of critical reflective thinking (CRT)-based forums in developing EFL teachers’ self-efficacy in Kuwait. Additional aims of the study include exploring EFL teachers’ perceptions of their own teaching skills and motivational strategies both before and after CRT-based forums implementation. The quasi-experimental research design was seen to be the most appropriate for fulfilling the aims of the study. Data was collected over two phases. At the pre-intervention phase data were collected via two instruments. These were (1) Self-Efficacy Scale for Teaching Skills (SESTS) and (2) Self-Efficacy Scale for Motivation Strategies (SESMS). To assess the impact of CRT-based forums at the post-intervention phase, participants were asked to respond to the same scales. Participants’ responses to both scales were analyzed quantitatively. The study participants were 93 female secondary school EFL teachers in Kuwait. They belonged to fairly common academic, social and cultural backgrounds. The CRT-based forums addressed thinking maps as a teaching learning strategy that could be successfully implemented in EFL contexts. The results indicated that CRT-based forums positively impacted the development of female secondary school EFL teachers’ self-efficacy in regard to their language teaching skills and motivational strategies. Findings of the study and a set of recommendations were highlighted.
Keywords: Critical-Reflective Thinking (CRT), Language Teaching Skills, Motivational Strategies, Self-Efficacy
