Implementing critical thinking in university English language teaching

This study examines how critical thinking in university language education enhances students’ learning and adaptability by employing soft skills such as analytical, cultural, and adaptive abilities. This study addresses a twofold objective: first, to define critical thinking skills in the context of language learning with illustrative examples, and second, to propose strategies for effectively integrating these skills into the English as a foreign language (EFL) classroom. Research indicates that non-native speakers benefit most from critical approaches, as engagement with unfamiliar linguistic structures encourages reflection and deeper learning. The scientific novelty lies in demonstrating the fact that teacher-centered instruction limits learning, while the phenomenon of critical reflection enhances it. The study advances a principle and model of EFL teaching based on analysis and soft skills, grounded in the theory of cognitive engagement, the concept of learner autonomy, and the emerging law that adaptability drives sustainable outcomes. The research highlights recurring patterns within languages and demonstrates how these skills can facilitate more effective language acquisition. Research findings suggest that critical thinking skills are often undervalued in current pedagogical models, though they are essential for effective learning. Developing these skills may allow research across multiple university groups and broader higher education, while integrating critical thinking into language instruction can enhance students’ foreign language learning.