THINKING COMPETENCE AMONG HIGH SCHOOL EFL LEARNERS Tursunaliyev Shaxzod

Аннотация

This article explores methodological strategies for developing critical thinking competence among high school students learning English as a Foreign Language (EFL). The study emphasizes the integration of active learning, problem-based approaches, and reflective teaching to promote analytical, evaluative, and creative thinking skills in language learning contexts. Critical thinking is viewed not only as a skill but also as a mindset that fosters intellectual autonomy, independence, and lifelong learning habits. The paper highlights the role of teachers as facilitators, the importance of context-based tasks, and the use of communicative techniques that stimulate cognitive engagement. Keywords: critical thinking, EFL learners, methodology, high school education, reflective learning, problem-based learning, communicative competence. The modern educational paradigm requires learners to develop not only linguistic competence but also cognitive and analytical abilities. In today’s globalized world, English language learning has become a vital tool for 4 communication and access to knowledge. However, teaching English without fostering critical thinking skills leads to passive learning and rote memorization [1,45–46]. Therefore, educators must apply innovative methodologies that integrate language learning with the development of higher-order thinking skills. Critical thinking competence is defined as the ability to analyze, evaluate, and synthesize information logically and creatively. For high school students, this competence enables independent reasoning, self-assessment, and problem- solving in real-life situations. Developing such competence requires a shift from traditional teacher-centered models to learner-centered and reflective approaches [2, 58–60]. The concept of critical thinking originates from the works of John Dewey and Benjamin Bloom, who emphasized reflective thought and higher-order cognitive processes. In the EFL classroom, critical thinking enhances students’ ability to question information, interpret meaning, and apply language in various communicative contexts [3, 17–32]. Moreover, Vygotsky’s sociocultural theory stresses the importance of interaction and collaboration in forming cognitive abilities. Group discussions, debates, and problem-solving tasks serve as effective means of fostering both communicative and critical skills among learners [4, 79–91]. Problem-Based Learning (PBL) encourages students to explore real-world problems using English as a tool for inquiry. It promotes active participation, information analysis, and teamwork [5, 482–484]. Teachers can promote reflective learning through journals, self-evaluation, and post-activity discussions [6, 90–94]. Inquiry-based approaches allow 5 students to generate questions, form hypotheses, and draw conclusions— essential steps in developing independent thinking. Debates stimulate reasoning, argumentation, and decision-making skills [7, 12–15]. Discussion-based learning transforms the classroom into a space of intellectual dialogue. Project-based learning engages students in long-term tasks such as research, presentations, or creative projects [8, 7–15]. Using digital platforms such as Padlet or Mentimeter encourages interactive analysis and collaboration [9, 123–130]. As Costa and Kallick note, “Critical thinking flourishes in classrooms where students are encouraged to wonder, doubt, and challenge ideas respectfully” [10, 211–213]. Developing critical thinking competence among high school EFL learners is a multidimensional process that combines language skills, cognitive development, and emotional intelligence [11, 134–140].