Developing Critical Thinking and Reading Skills in ESL Classrooms: Strategies, Challenges, and Innovations

The development of critical thinking and reading skills in ESL classrooms is supported by various scholarly works and pedagogical theories. For example, Bloom's Taxonomy, which underpins many educational frameworks, emphasizes the importance of higher-order thinking skills (Bloom, 1956). As highlighted by Paul and Elder (2008), integrating techniques such as Socratic questioning fosters active dialogue, encouraging students to critically question and analyse texts. Research by King (1991) illustrates that reciprocal teaching methods can effectively engage learners, creating an interactive environment where students can share interpretations and challenge perspectives. Additionally, Lim and Woong (2019) discuss how the use of multimedia resources in education can enhance learner engagement and comprehension. Flavell (1979) outlines the importance of metacognitive strategies, which help students reflect on their learning processes and adapt their reading strategies accordingly. The impact of digital media on literacy is explored by Carr (2010), who addresses the challenges of attention spans in the digital age while highlighting the potential of diverse digital formats to engage students. This paper provides a foundational understanding of the theoretical and practical approaches to developing critical thinking and reading skills in ESL contexts, encouraging educators to implement innovative strategies in their classrooms.