Development of critical thinking in students of english as a foreign language in cuban higher education
DOI:
https://doi.org/10.58594/rtest.v6i2.223Keywords:
Critical thinking, English language teaching, task-based system, higher education, communicative approach, pedagogical competencies, formative assessmentAbstract
This research focuses on the design, theoretical foundation, and validation of a system of teaching tasks aimed at enhancing critical thinking in third-year students of the Bachelor’s Degree in Education, Foreign Languages (English), within the course Integrated English Language Practice (PILI VI). The study is based on an initial diagnosis that revealed significant limitations in critical skills such as deep analysis, inference of communicative intentions, formulation of well-founded judgments, and creative problem-solving. Methodologically, both qualitative and quantitative approaches were integrated, using participant observation, teacher interviews, standardized questionnaires, and expert judgment through a focus group. Following its implementation in the classroom, significant improvements were observed in critical thinking indicators, validating the effectiveness of the proposal. It is concluded that the systematic integration of reflective and collaborative tasks in English language teaching substantially contributes to the development of future teachers with analytical capacity and intellectual autonomy.
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