TEACHING CRITICAL THINKING THROUGH LANGUAGE LEARNING
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Abstract
This article explores the educational potential of foreign language instruction as a platform for developing critical thinking skills among university students. At the tertiary level, students are at a cognitive developmental stage where the ability to analyze, reflect, and evaluate becomes increasingly essential. This study argues that foreign language learning, if thoughtfully designed, can contribute significantly to the development of cognitive competencies such as decision-making, goal-setting, reflective thinking, and problem-solving. It draws from theoretical frameworks in education, applied linguistics, and cognitive psychology to show how language classrooms can foster intellectual growth. Through the application of communicative and problem-based approaches, contextualized tasks, and learner-centered methods, language learning can evolve into a dynamic process that promotes critical thinking in both the target language and the learner’s academic experience.
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