With the premise that effective use of Socratic Questioning in instructional practices is of vital importance in EFL/ESL classrooms, this study was undertaken to investigate application of Omani EFL teachers’ knowledge of Socratic Questioning (SQ) on Students’ Critical thinking (CT) in post basic schools. This study is conducted in two phases of investigation. Phase I examined the correlation between teachers’ knowledge and actual use of SQ. Phase II study investigated the application of Omani EFL teachers’ knowledge of SQ on students’ CT in post-basic schools. The present study made an attempt to (a) Determine the relationship between teachers’ knowledge of SQ and their actual use of SQ. (b) Ascertain whether there is any statistically significant difference between mean scores of those who are taught through SQ and those who are taught CT skills in a normal setting. (c) Identify CT strategies, the students were able to develop and apply at the end of the intervention phase. A total of 230 EFL teachers, which comprises a 100% of the total population of all EFL post-basic female teachers in Dhofar region of Oman, participated in this study. The multi-method procedures and data analyses showed that (a) There is a strong positive relationship between teachers’ perceived knowledge and their actual use of SQ; (b) There are significant differences between mean scores of those who were taught CT through SQ and those who were taught CT skills in a normal setting; (c) There is a clear evidence to suggest that students in the experimental group were able to develop effective CT strategies during the intervention phase. The findings of this study offer a number of implications: (a) For instructional practice that involves the teachers and students; (b) For policy and decision makers; and (c) For syllabus designers and testing and evaluation. In addition, it identifies and proposes certain areas related to pedagogy for future research. Cite as: Sulaiman, M.A.H.B.A. (2019). Application of Teachers’ Knowledge of Socratic Questioning in Developing EFL Critical Thinking Skills among Omani Post-Basic Learners. University Malaysia Sabah, Faculty Psychology and Education. Malaysia. (Ph.D.Thesis). Retrieved from Arab World English Journal (ID Number: 257 August 2020, 1187. DOI: https://dx.doi.org/10.24093/awej/th.257 APPLICATION OF TEACHERS’ KNOWLEDGE OF SOCRATIC QUESTIONING IN DEVELOPING EFL CRITICAL THINKING SKILLS AMONG OMANI POST-BASIC LEARNERS MOOSA AHMED HASSAN BAIT ALI SULAIMAN FACULTY PSYCHOLOGY AND EDUCATION UNIVERSITY MALAYSIA SABAH 2019 APPLICATION OF TEACHERS’ KNOWLEDGE OF SOCRATIC QUESTIONING IN DEVELOPING EFL CRITICAL THINKING SKILLS AMONG OMANI POST-BASIC LEARNERS MOOSA AHMED HASSAN BAIT ALI SULAIMAN THESIS SUBMITTED IN FULFILLMENT OF THE REQUIREMENT FOR THE DEGREE OF DOCTOR OF PHILOSOPHY FACULTY OF PSYCHOLOGY AND EDUCATION UNIVERSITY MALAYSIA SABAH 2019 DECLARATION I hereby declare that the material in this thesis is entirely my own, except for quotations and summaries sources of which have been duly acknowledged. 09 Ogos 2019 _______________________________ Moosa Ahmed Hassan Bait Ali Sulaiman

中文翻译：

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教师的苏格拉底式提问知识在阿曼后基础学习者 EFL 批判性思维技能发展中的应用

在教学实践中有效使用苏格拉底式提问对 EFL/ESL 课堂至关重要的前提下，本研究旨在调查阿曼 EFL 教师的苏格拉底式提问 (SQ) 知识对学生批判性思维 (CT) 的应用后基础学校。本研究分两个调查阶段进行。第一阶段检验了教师知识与 SQ 实际使用之间的相关性。第二阶段研究调查了阿曼 EFL 教师的 SQ 知识在后基础学校学生 CT 中的应用。本研究试图 (a) 确定教师对 SQ 的了解与其实际使用 SQ 之间的关系。(b) 确定通过 SQ 教授的人与在正常环境中教授 CT 技能的人的平均分数之间是否存在任何统计上的显着差异。(c) 确定 CT 策略，学生能够在干预阶段结束时发展和应用。共有 230 名 EFL 教师参与了这项研究，占阿曼 Dhofar 地区所有 EFL 后基础女教师总人数的 100%。多方法程序和数据分析表明 (a) 教师感知知识与其实际使用 SQ 之间存在很强的正相关关系；(b) 通过 SQ 教授 CT 的人和在正常环境中教授 CT 技能的人的平均分数存在显着差异；(c) 有明确的证据表明，实验组的学生在干预阶段能够制定有效的 CT 策略。这项研究的结果提供了一些启示： (a) 对于涉及教师和学生的教学实践；(b) 对于政策制定者和决策者；(c) 用于教学大纲设计者以及测试和评估。此外，它还确定并提出了与教育学相关的某些领域，以供未来研究。引用为：苏莱曼，MAHBA（2019 年）。教师的苏格拉底式提问知识在阿曼后基础学习者 EFL 批判性思维技能发展中的应用。马来西亚沙巴大学，教师心理与教育。马来西亚。（博士论文）。取自阿拉伯世界英语杂志（ID 号：257 August 2020，1187。DOI：https://dx.doi.org/10.24093/awej/th。257教育苏格拉底式提问在发展EFL批判性思维能力之间的知识“苏格拉底式提问在发展EFL批判性思维能力中阿曼POST-BASIC LEARNERS穆萨·艾哈迈德·哈桑诱饵ALI SULAIMAN官能心理学与教育马来西亚沙巴大学2019年师范应用知识”应用程序阿曼基础学习者穆萨艾哈迈德哈桑 拜特阿里苏莱曼为满足哲学博士学位的要求而提交的论文，马来西亚沙巴大学心理学与教育学院 2019引用和摘要来源已得到适当承认。09 Ogos 2019 ________________________________________ Moosa Ahmed Hassan Bait Ali Sulaiman