Abstract:
Finding new teaching methods and strategies that aim at developing students‟ levels of
understanding, achievement, and motivation is one of the most important aspects educators work
on constantly achieving. Thus, educators have always been interested in finding new means to
cater for students‟ needs. One important mean and newly followed trend in education is the
integration of critical thinking in teaching languages and sciences. Based on the difficulty in
teaching critical thinking and expecting students to become critical thinkers, it is required to be
taught starting at a young age. This study seeks to examine whether or not intermediate students
prefer teaching methods that integrate critical thinking in English-as-a-third-language (L3) class,
and if teachers integrate critical thinking in their teaching methods. The subjects of the study are
multilingual students, trilingual teachers, and a bilingual observer. Results of the study indicate
that integrating critical thinking in L3 intermediate classes has a positive effect on students‟
comprehension, motivation, and class participation. For future research, a greater number of
students and schools in Lebanon could be observed over a longer period of time.
