Utilizing critical thinking-based EFL lessons: A means to improve language skills and encourage student engagement in Thai EFL classes

Abstract

This paper examines how and to what extents critical thinking-based EFL lessons helped facilitate Thai EFL students’ language learning and their engagement in their fundamental English course at the tertiary level. To collect data, this qualitative study on the teaching practice of critical thinking-based EFL lessons employed classroom observations and collection of relevant documents—written assignments and tests. The findings show critical thinking-oriented EFL lessons, to a large extent, empowered the students’ EFL learning. The observed classroom culture, coupled with written tasks discloses that they felt no longer disenfranchised. The teaching approach initiated access to the target language use and the personal “voice” development, resulting in full engagement and willingness to take extra steps in their language learning. However, the language gain over the year was marginally significant. The study contributes to our understanding and curriculum design in facilitating EFL students’ language learning where critical thinking-related lessons can be incorporated.

Keywords: EFL, critical thinking, multiliteracies