INTEGRATING CRITICAL THINKING TASKS INTO ENGLISH LANGUAGE TEACHING AT SCHOOL LEVEL
Keywords:
The study combines a scientific-theoretical analysis of existing literature with empirical observations based on the author’s personal teaching experience in school classrooms. Various critical thinking tasks, including problem-solving activities, open ended questions, group discussions, and reflective tasks, were incorporated into regular English lessons. The methodology focused on observing students’ participation, speaking performance, and ability to express opinions using the target language.Abstract
In recent years, the development of critical thinking has become one of the key
objectives of modern education, particularly in foreign language teaching. Traditional
approaches to English language teaching at the school level often emphasize
memorization, grammar accuracy, and textbook-based activities, which may limit
learners’ ability to analyze, evaluate, and use language meaningfully. This article
explores the integration of critical thinking tasks into English as a Foreign Language
(EFL) instruction at the school level and examines their impact on students’
engagement and language development.
References
Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of
educational goals. Longman.
Facione, P. A. (2015). Critical thinking: What it is and why it counts. Insight
Assessment.
Krashen, S. (1982). Principles and practice in second language acquisition.
Pergamon Press.
Paul, R., & Elder, L. (2014). Critical thinking: Tools for taking charge of your
learning and your life. Pearson Education.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language
teaching. Cambridge University Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological
processes. Harvard University Press.
