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INGLIZ TILI
TAʼLIMIDA TANQIDIY FIKRLASH VA MADANIYATLARARO
KOMPETENSIYANI RIVOJLANTIRISH
Raximdjanova Malikaxon Gapurdjanovna
Oʻzbekiston davlat
jahon tillari universiteti
ORCID: 0009-0004-9114-6132
malikarahimdjanova80@gmail.com
Annotatsiya.
Ushbu maqolada oliy o
ʻ
quv taʼlim
muassasalarida ingliz tilini o
ʻ
rganishda
tanqidiy fikrlash va madaniyatlararo kompetensiyani rivojlantirish muhimligi muhokama
qilinadi. Muallifning fikriga ko
ʻra
amaldagi EFL darsliklari (ingliz tili chet tili sifatida) ko
ʻ
pincha
madaniy bilimlarni statik faktlar sifatida taqdim etadi, bunday yondashuv esa o
ʻ
z navbatida
tahliliy va
tanqidiy fikrlashni cheklashi mumkin hamda anʼanaviy o
ʻ
qitish usullari koʻnikmalarni
rivojlantirishga to
ʻ
sqinlik qiladi. Tadqiqotda tanqidiy fikrlashni hamda madaniyatlararo
kompetensiyani rivojlantirish uchun amaldagi o
ʻquv qoʻllanmalari,
darsliklarni qayta ko
ʻ
rib
chiqish, o
ʻ
qituvchilar malakasini oshirish va muqobil baholash tizimini joriy etish zarurligi
taʼkidlangan.
Kalit soʻzlar:
tanqidiy fikrlash, madaniyatlararo
kompetensiya, ingliz tilini oʻrganish, oliy
taʼlim, pedagogik yondashuvlar.
РАЗВИТИЕ КРИТИЧЕСКОГО МЫШЛЕНИЯ И МЕЖКУЛЬТУРНОЙ КОМПЕТЕНЦИИ В
ОБРАЗОВАНИИ ПО АНГЛИЙСКОМУ ЯЗЫКУ
Рахимджанова Маликахон Гапурджановна
Узбекский государственный
университет мировых языков
Аннотация.
В данной статье рассмотрена важность развития критического
мышления и межкультурной компетенции при изучении английского языка в высших
учебных заведениях. По мнению автора в нынешних учебниках по
EFL
(английский язык как
иностранный) культурные знания часто представлены в виде статичных фактов, и это
в свою очередь, ограничивает аналитическую активность, а традиционные методы
обучения препятствуют развитию необходимых навыков. Исследование подчеркивает
необходимость пересмотра учебников, улучшения подготовки преподавателей и
внедрения альтернативных методов оценки для развития более глубокого
межкультурного понимания и критического дискурса
.
Ключевые слова:
критическое мышление, межкультурная компетенция, изучение
английского языка, высшее образование, педагогические подходы.
UOʻK:
37.091.33
410-416
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411
ENHANCING CRITICAL THINKING AND INTERCULTURAL COMPETENCE
IN ENGLISH LANGUAGE EDUCATION
Rakhimdjanova Malikahon Gapurdjanovna
Uzbekistan State World Languages University
Abstract.
This article discusses the importance of developing critical thinking and
intercultural competence when studying English in higher education. According to the author,
current EFL (English as a Foreign Language) textbooks often present cultural knowledge in the
form of static facts, and this in turn limits analytical activity and traditional teaching methods
hinder the development of necessary skills. The study emphasizes the need to revise textbooks,
improve teacher training, and introduce alternative assessment methods to develop deeper
intercultural understanding and critical discourse.
Keywords:
critical thinking, intercultural competence, English language learning, higher
education, pedagogical approaches.
Introduction.
The improvement of critical thinking and intercultural competence is an urgent problem
in education in our country, especially in the context of English language learning in higher
education institutions. In our opinion, these two competencies are deeply interrelated, as both
require students to think analytically. Deardorff (2009) argues that intercultural competence
goes beyond the acquisition of knowledge; it requires critical engagement with cultural
perspectives, an idea that coincides with our view that learning about cultures without making
sense of them does little to prepare students for real intercultural interactions. The authors
Sobolev and Lomakin from Russia (2017) establish cognitive flexibility as both essential for
critical thinking and intercultural competence. This perspective shares with the author that
teaching students to analyze cultural content should replace passive exposure to cultural
content in education. An approach which fails to educate students properly will transform
intercultural competence from deep analysis into a shallow understanding.
Literature review.
Recent studies on English language teaching reveals that English language teaching offers
an ideal environment for the development of critical thinking skills. That said, the effectiveness
of teaching depends entirely on how it is structured. Zhang (Zhang, 2020) studied the effects of
different teaching methods in Chinese EFL classrooms and concluded that passive exposure to
cultural knowledge does little to promote critical thinking and intercultural competence.
According to the study, if students are encouraged to compare viewpoints, analyze cultural
assumptions, and reflect on their own biases, they show significant improvements in both
areas. From our perspective, this supports the idea that language learning should be more than
just an introduction to different cultural norms - it should be a space for critical interaction.
Esen (2021) categorizes learning approaches into three categories: implicit familiarity, explicit
learning, and task-based learning. The author finds that explicit learning, where students
actively engage with cultural material through analysis and discussion, is the most effective. We
agree with this finding; without structured opportunities for reflection, students may learn
about other cultures but will not develop the analytical skills necessary for meaningful
intercultural interaction.
A major problem we have observed in much of the literature is the role of textbooks,
which, despite their central role in language learning, often fail to foster deep engagement with
cultural content. Sobkowiak (2016) argues although textbooks include cultural references, they
rarely encourage students to challenge these references. The study reveals an interesting trend
in which cultural knowledge is presented as static facts rather than points of view that can be
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analyzed and discussed. According to Jiang et al. (2017) textbooks should provide problem-
solving assignments to help students develop critical interaction with cultural material. We
consider this situation to be a critical flaw in modern language education methods.
Textbooks fail to develop true intercultural competency since they lack mechanisms that
guide students through cultural comparison and evaluation. Koyama together with Matsumoto
and Ohno (2017) analyzed Japanese educational materials to determine how they fall short in
providing students with opportunities to develop intercultural competence even though the
CEFR prioritizes this skill. This deficiency demonstrates an essential disagreement between
guidelines shown in educational policies and the actual teaching methods applied within
classrooms. Educational materials should combine cultural awareness education with
analytical evaluation methods because students need both skills to achieve real intercultural
comprehension. Intercultural competence development requires active student engagement
with comparative cultural analysis through textbooks although such textbooks fail to achieve
this outcome.
Koyama, Matsumoto, and Ohno (2017) concluded that, despite the CEFR's emphasis on
intercultural competence, instructional materials rarely provide students with the tools to
develop it. In our understanding, this highlights a fundamental gap between educational policy
and classroom practice. We can definitively state that, without well-designed instructional
materials that encourage questioning and reflection, students may develop cultural awareness,
but they lack the analytical skills necessary for deeper intercultural engagement.
However, it is important to note the fact that the effectiveness of any university
curriculum ultimately depends on the role of teachers. We found that teacher training is one of
the most critical factors in determining whether students develop these competencies. Authors
Yaprak and Özmen (2021) conducted a study of professional development programs designed
to integrate critical thinking into intercultural education. According to their results, although
teachers recognize the importance of these skills, they often have difficulty implementing them
effectively and this reveals a serious limitation in current teaching methods. Without teaching
how to lead discussions that encourage students to analyze and reflect on cultural assumptions,
even the best curricula will fail to develop critical engagement.
Scholars Khatami and Ghaffarzadeh (2015) found that when teachers receive targeted
training in critical discussions, students show significant improvement in both critical thinking
and intercultural awareness. We argue that this emphasizes the need for ongoing professional
development for educators. Unless teachers themselves have strong critical thinking skills or
an understanding of how to develop them, they will not be able to guide students toward
meaningful intercultural engagement.
Methodology.
Our study is based on a systematic review of current literature on the integration of
critical thinking and intercultural competence in English language learning. In our analysis, we
examined eight peer-reviewed studies (2015-2024) that included analyses of English as a
Foreign Language (EFL) textbook selected based on relevance, diversity of educational contexts
(China, Poland, Iran, global EFL), and empirical framework (quantitative and qualitative
studies, textbook analysis, surveys) to assess how these competencies are integrated into
instruction.
Analysis and discussion of results.
Critical thinking and intercultural competence are essential in English language learners
but remain inconsistently integrated into curricula. Textbooks often present cultural
knowledge as static facts rather than encouraging analytical engagement Sobkowiak (2016).
We found that students rarely question cultural perspectives, which limits their ability to
develop higher-order thinking skills. Teacher training is another major challenge. Studies by
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Zhou et al. (2024) and Zhang (2020), highlight how many EFL teachers rely on outdated,
memorization-based methods without fostering critical discourse. This implies that without
explicit instruction, it is difficult for teachers to engage in meaningful cross-cultural discussions.
Several effective strategies have been identified in analyzing the literature (Table 1). For
example, Gutiérrez (2022) found that films, media analysis, and real
-world case studies help
students develop cultural criticism skills. Similarly, alternative assessment methods, reflective
writing and role-playing, are more effective than standardized tests for measuring both critical
thinking and intercultural competence (Khatami & Ghaffarzadeh, 2015).
Table 1.
Key Findings on Critical Thinking and Intercultural Competence in
English Language Learning
Author
Methodology
Findings
Esmaeili & Kuhi
(2023)
Qualitative content analysis
of pedagogical intercultural
tasks and critical incident
tasks
Pedagogical intercultural and critical
incident
tasks
enhance
learners‚
intercultural
skills
and
reflective
thinking.
Karatsu (2021)
Case study using CLIL
methodology
and
film
analysis
Using films improves students critical
awareness of cultural hegemony and
stereotypes.
Gutiérrez (2022)
Classroom-based
study
analyzing
preservice
teachers‚
responses to critical
intercultural education
Critical language education helps
preservice teachers affirm multiple
identities but presents instructional
challenges.
Zhang (2020)
Mixed-method
approach
assessing
Chinese
EFL
students' critical thinking
skills
Chinese EFL students exhibit weak
critical thinking ability; instructional
changes are needed.
Sobkowiak
(2016)
Textbook content analysis of
20 EFL coursebooks
Most EFL textbooks do not encourage
deep critical thinking or intercultural
engagement.
Khatami &
Ghaffarzadeh
(2015)
Correlation analysis between
critical
thinking
and
intercultural competence
There is a positive correlation between
critical thinking and intercultural
competence.
Zhou et al.
(2024)
Systematic literature review
on ICC in EFL instruction
Telecollaboration fosters ICC, but
teachers lack cohesive methods for
assessing it.
Based on this study, the authors recommend that EFL textbooks need to be revised to
include structured critical thinking exercises. We also suggest that teacher training programs
need to be improved to provide teachers with strategies to promote intercultural discussions
and critical analysis in the language learning process. We also need the integration of media
and real-life examples, especially through movies, to enhance students' ability to critically
evaluate cultural narratives. Standardized tests should be supplemented with alternative
assessments such as reflective essays, role-plays, and case studies to effectively measure both
competencies. The author proposes applications of Paul and Elder's (2006) critical thinking
framework (Figure 1), which provides a structured approach to integrating critical thinking
and intercultural competence into English language learning.
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Figure 1. Framework for Enhancing Critical Thinking and Intercultural Competence
(Paul, R., & Elder, L. 2006)
In this framework, intellectual standards (clarity, accuracy, precision, relevance, depth,
breadth, logic, significance, and fairness) help students critically evaluate cultural perspectives
rather than memorizing facts. The elements of thinking (purpose, question, information,
interpretation, assumptions, implications, and point of view) help students analyze cultural
encounters with deeper reflection. Developing intellectual qualities such as humility, fairness,
and empathy ensures that students will be open-minded and critical of different cultures.
Research from this study supports making extensive modifications to English as a Foreign
Language (EFL) textbooks by adding structured activities which develop critical thinking
abilities in students. The revisions should focus on developing activities which force students
to question information while analyzing and synthesizing advanced concepts Textbooks exert
significant impact on classroom teaching so they need analytical content updates to help
students learn analytical skills.
Our proposed improvements to teacher education programs would deliver methods to
mentors which enable them to teach multicultural discourse and analytical thinking within
language education. The ability to master linguistic elements alone does not meet teaching
requirements because instructors must excel at facilitating discussions through which students
can question different perspectives and cultural beliefs. The education system needs to focus
on developing teaching training programs for future and existing professionals.
The educational curriculum must include multimedia content including cinematic
materials to help students learn cultural message analysis skills. Teaching with real-world
materials gives students the opportunity to find cultural bases and builds their skills for
assessing cultural content.
Using this approach film narratives serve as a means to link theoretical principles to
actual practical assessment methods.
We support the augmentation of standardized testing practices with different assessment
methods which include reflective essays as well as role-plays and case studies. The alternative
assessment techniques give teachers a better understanding of how students develop their
critical thinking along with intercultural abilities beyond what traditional tests reveal. Multiple
assessment methods used together lead to complete understanding about student learning
progress.
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Conclusion.
In settings, around the world it is widely recognized that traditional teaching methods
and mindless memorization continue to dominate, hindering the growth of critical thinking
abilities. T
his entrenched teaching approach limits students’ chances to hone their ability to
think critically and reflectively in order to participate effectively in discussions. These
discoveries call for a reassessment of teaching approaches.
Kutlimuratova and Urazboev (2023) study Uzbekistan native English speaker challenges
in post-Soviet educational systems at the regional level to demonstrate why teaching methods
should be adapted to the socio historical environment and promote critical thinking for Uzbek
students through modern interactive learning approaches instead of traditional memorization
methods. According to the provided information EFL teaching methods that incorporate
thinking and intercultural education through structured initiatives produce students with only
basic awareness of cultural differences upon graduation. The shallow understanding that the
current world demands fails to meet the standards required in deep engagements. An essential
change needs to occur that promotes intellectually demanding teaching methods.
Our paper ends with the finding that critical thinking along with intercultural competence
function as essential components for successful English language learning. Although textbooks
act as a starting point students encounter difficulties in critical cultural analysis which prevents
them from questioning different perspectives about culture. Various global educational
research shows that instructional methods focused on the teacher and memorization
techniques block the development of skills in students. Uzbek scholars have conducted
research about the specific obstacles which confront non-native English speakers in their post-
Soviet educational systems. Traditional rigid educational practices in Uzbekistan hinder critical
thinking for their students because they demand memorization while restricting analytical
discussion according to Kutlimuratova & Urazboev (2023).
University students only achieve basic knowledge of cultural differences when there is
no explicit teaching of critical thinking and intercultural learning. The solution to these
challenges needs educational transformations using systematic questioning techniques along
with challenging discussions and different assessment strategies
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