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THE USE OF COGNITIVE STRATEGIES TO DEVELOP LEARNERS’
CRITICAL THINKING IN EFL
Botirova Dilsora
Scientific supervisor: Kambarova Marjan
Uzbek State World Languages University, Uzbekistan
Abstract: The paper discusses the results of a study which explored the use
cognitive strategies to develop learners’ critical thinking in EFL. The data were
collected from 25 students by means of problem-solving tasks and survey. The
gathered data were subjected to qualitative and quantitative analysis. The results
of the study demonstrated that, on the one hand, Some problem solving tasks were
completed positively by the students and they participated very actively in such
tasks. This shows how quickly critical thinking has developed in them, but there
are still some students whose critical thinking is low. They could not be active in
problem solving tasks and debates, and in addition, the survey conducted also
revealed that critical thinking is very low in the students.
Keywords: Critical thinking, cognitive strategies, EFL learners, problem-
solving, surveys
Introduction
Numerous perspectives suggest that higher education institutions should
incorporate critical thinking into their curricula. The new skills grant a central role
to critical thinking in new plans. And these new skills require certain degree of
conscientiousness and its process. So cognitive strategies or metacognition plays
a crucial role in developing critical thinking in every field of learning and it
consists of the process of thinking in order to improve their better knowledge.
Effective critical thinking relies on the proper functioning of metacognitive
mechanisms, as well as an awareness of the involved processes, actions, and
emotions. This awareness offers the opportunity to identify and rectify any
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shortcomings. Despite evidence linking metacognitive processes with critical
thinking, there are still limited efforts to determine which process influences the
other or if both are interdependent.
The cultivation of critical thinking (CT) has long been a priority for
educators across all levels of education. Critical thinking refers to the capacity for
reflective and autonomous reasoning, enabling individuals to make well-founded,
logical judgments. It encompasses both cognitive abilities and personal
dispositions and is regarded as a fundamental 21st-century competency. This skill
is acquired through a lifelong learning process, beginning in early childhood.
According to Piaget [1952], the ability to think critically stems from an innate
capacity to construct complex cognitive structures. Moreover, higher-order
cognitive functions continue to evolve throughout an individual’s lifespan.
Taking into consideration the above-mentioned issues, the study reported
in this article investigated ways EFL learners use cognitive strategies to develop
critical thinking. The article commences with a short overview of relevant
literature. Next, the design of the study is described, namely a research question,
description, data collection tools and analysis. This is followed by presentation of
the results of the study. The article closes with discussion and conclusion.
Literature review
In recent decades, the role of cognitive strategies in fostering critical
thinking skills has gained increasing attention in educational research. As learning
environments shift toward more learner-centered approaches, educators and
scholars have explored how strategic thinking processes—such as analyzing,
summarizing, comparing, and evaluating—can deepen students’ engagement and
understanding. Critical thinking, widely recognized as a key 21st-century skill, is
not an automatic outcome of education; rather, it requires intentional cultivation
through structured methods and cognitive scaffolding. This chapter reviews key
theoretical perspectives and empirical studies on the relationship between
cognitive strategy instruction and the development of critical thinking skills, with
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a focus on applications in EFL and general education settings. From a cognitive
development perspective, one of the most crucial abilities to nurture in preschool-
aged children is their capacity for analytical thought. Every new experience
provides an opportunity for young learners to absorb and integrate information,
facilitating the independent formation of new conceptual frameworks [Piaget,
1952]. However, a key challenge for educators lies in effectively implementing
critical thinking strategies within the classroom, whether in a traditional or digital
learning environment. In many cases, instructors primarily focus on delivering
theoretical concepts and terminology, failing to foster intellectual engagement
among students [Brookfield, 2011]. The successful use of critical thinking
techniques in the classroom is one of the major issues facing education, according
to Brookfield. He contends that a lot of teachers prioritize teaching vocabulary
and course material above promoting active student participation. This passive
method restricts students' ability to critically evaluate, challenge, and apply what
they have learned. The necessity of reflective and interactive teaching strategies
that encourage more intellectual engagement is highlighted by Brookfield's
viewpoint. In order to effectively develop critical thinking, teachers should create
an atmosphere that promotes discussion, investigation, and problem-solving. This
will guarantee that students acquire the abilities required for autonomous and
critical thinking.
Metacognition was first introduced by John Flavell in the early 1970s.
Flavell identified metacognition as having two aspects: one is "the knowledge one
possesses about their own cognitive processes or products, or any related matters,"
and the other is "the active oversight and consequent regulation and organization
of these processes concerning the objects or cognitive data they engage with"
[Flavell, 1976, p.232]. From this understanding, we can distinguish two
components of metacognition: the declarative aspect, known as metacognitive
knowledge, which concerns knowledge of the individual and the task, and the
procedural aspect, referred to as metacognitive control or self-regulated learning,
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which is always goal-oriented and governed by the learner. The concept of critical
thinking lacks a universally accepted definition, as diverse interpretations have
existed and continue to exist. Its complexity makes it challenging to encapsulate
all its facets in a single definition. Despite the numerous interpretations of critical
thinking, it is crucial to determine which definition we will adopt. Critical
thinking can be described as a process of acquiring knowledge through reasoning
skills to solve problems and make decisions, enabling us to more effectively attain
our desired outcomes [Saiz, Rivas, 2008, p.131]
Critical thinking is a data-driven and action-oriented approach to problem-
solving and interpersonal interaction [Daniel, Auriac, 2012]. It is marked by self-
directedness, self-discipline, self-regulation, and self-correction, adhering to
rigorous standards of excellence and a deliberate control over its application.
Additionally, it encompasses effective communication and the enhancement of
problem-solving abilities [Saiz and Rivas, 2008, 2012, 2016].
If we speak about the work called “University students’ cognitive flexibility
and critical thinking dispositions” by Ismail Karakus, I find this study particularly
intriguing because it highlights the vital role of cognitive flexibility in fostering
critical thinking. The fact that cognitive flexibility explains about 40% of the
differences in critical thinking attitudes indicates that the ability to adjust one's
thinking is not just advantageous, but may be essential for sound reasoning. In my
experience, when individuals are prompted to examine problems from various
angles and modify their strategies accordingly, they often reach more insightful
and comprehensive conclusions. This research supports the notion that
educational approaches should prioritize not only knowledge transmission but
also the cultivation of flexible thinking. Overall, I believe that incorporating
practices that enhance cognitive adaptability could greatly improve critical
thinking skills, equipping students to handle complex and fast-changing situations
more effectively.
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Because of the importance of critical thinking in solving problems related
to students’ learning, critical thinking cannot be separated from educational
institutions [Kim and Choi, 2008], especially from institutions of higher
education [Collier and Morgan, 2008].
Methods
Scaffolding encourages learners to engage in higher-order thinking by
guiding them through problem-solving and decision-making processes. Initially,
the teacher provides clear instructions and models the task, helping students
analyze the problem and make connections. Over time, as the students gain
confidence and proficiency, they are asked to take more responsibility for their
learning, encouraging them to evaluate the information independently and make
reasoned decisions. This approach not only improves language skills but also
strengthens critical thinking by fostering a deeper understanding of the material
and enabling learners to reflect on their thought processes. In this method I used
table in order to explain the students’ critical thinking and their opinions. My table
involves open -ended questions that don’t have a simple answer push students to
think critically, analyze different perspectives and make decisions.
Participants
The study involved 25 students from an elementary level English as a
Foreign Language (EFL) class at a local study center. The participants ranged in
age from 9 to 12 years old. These students were selected based on their enrollment
in the language program and their participation in a series of lessons designed to
implement cognitive strategies for improving critical thinking skills. Of the 25
participants, there were 13 males and 12 females, with an overall balanced gender
representation. The students’ language proficiency levels varied slightly but were
all within the A1 (Beginner) level according to the Common European
Framework of Reference (CEFR). Their familiarity with English vocabulary,
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grammar, and basic communication skills were assessed at the beginning of the
course to ensure they were appropriate candidates for the study.
The participants were taught using scaffolding techniques aimed at
promoting problem-solving and critical thinking. Throughout the lessons, the
students were encouraged to engage in activities such as collaborative problem-
solving, open-ended questions, group discussions, and the use of visual aids like
concept maps. The study was conducted over four weeks, with students attending
two 90-minute sessions per week. The participants were informed about the study
and gave their consent (through parental consent for minors) to participate in the
research. Their responses and feedback were anonymized to ensure privacy, and
no personal or identifiable data was collected beyond the scope necessary for this
study.
Data collection and analysis
The data were gathered by means of questionnaires, observations and
student reflections during the four-week instructional period. The main aim was
using scaffolding strategies on students’ critical thinking skills in EFL lessons.
The data collection was involved both quantitative and qualitative feedback to
provide students’ experiences.
Questionnaires:
at the end of the study, overall 25 students completed 10 question
questionnaire assessing with scaffolding. Students were also given open-ended
feedback. Most students reported that techniques like group work, think-alouds
and open-ended questions positively impacted their critical thinking.
The analysis started with partial transcription of the important parts of the
data on a computer. The ideas were reviewed, read and updated in order to be
more clearly. The researcher used different techniques in order to make more
researches.
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Findings
Questions
S/agree
Agree
Neutral
Disagree
S/disagree
For
being
independent,
teacher
reduced
their support
12
9
2
1
1
I
took
many
questions
that
helped me to think
critically about the
topic
10
12
2
1
0
After
using
scaffolding
I
would
feel
comfortable
completing tasks
10
12
2
1
0
By scaffolding I
improved
my
ability to think
critically
13
9
2
1
0
During the lesson
teacher
asked
open-ended
questions that were
the
cause
of
thinking deeply
11
9
4
1
0
Maps or diagrams
helped
me
9
10
5
1
0
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The table shows using different scaffolding methods in the lesson and their
effectiveness. The majority of students (12/25) strongly agree that they could
work independently without their teacher’s help. Only (2/25) neutral and 1 student
disagreeing about this opinion. This technique is called Gradual Release of
Responsibility in scaffolding. From the question for critical thinking most
students (22/25) agree and strongly agree that teacher’s questions were useful to
improve their thinking deeply. A few students were naturel and no one strongly
disagreed. From this facts questions and prompts that were given to the students
help them to increase their critical thinking. 22 students out if 25 would feel
comfortable completing tasks independently after receiving scaffolding, which
reflects the success of the scaffolding techniques in promoting autonomy. From
them 10 students were strong agree, 12 students were agree for this opinion.
Open-ended questions were also useful for prompting deeper thinking.
Most students (20/25) agreed strongly for this technique. 19 students felt that map
and charts, visual aids, helped them with their understanding. Using of maps helps
students to analyze and organize information effectively. The most students
(13/25 strongly agree, 8/215 agree) found that working with classmates is useful
for developing critical thinking. By working in a group they can learn new things
and share their own opinions that help students to think deeply.
In general, this table was used to show how scaffolding is effective in order
to improve students’ critical thinking in EFL lessons. By using scaffolding
understand
the
material better
I worked with my
classmates
to
discuss the topic
together
18
8
3
10
0
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techniques the lessons can be interesting and students can enjoy by using their
own opinions in the lessons.
Conclusion
This research explored the implementation of scaffolding methods to
improve critical thinking in EFL learners at the elementary level. The information
gathered via surveys, classroom observations, student reflections, and teacher
documentation indicated that scaffolding practices—like gradual transfer of
responsibility, think-aloud strategies, collaborative activities, and open-ended
inquiries—considerably enhanced students' critical thinking skills. Many students
shared that they felt more confident and self-reliant when tackling problem-
solving tasks, suggesting that the support they received really helped their
cognitive growth. Working together with classmates and using visual tools played
a big role in assisting students with breaking down and sorting through
information. Moreover, feedback from students indicated that they believed they
were better at thinking critically and making decisions on their own after
experiencing this supportive scaffolding.
Overall, the results indicate that scaffolding is an effective approach for
encouraging critical thinking among EFL learners, supporting their journey from
structured guidance to self-reliant problem-solving. In the future, research could
delve deeper into how various scaffolding techniques can be customized to
accommodate the unique needs of different learners.
References
1.
Carlos. S & Silva. R. (2008).
Critical thinking and problem-based learning
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Collier. N & Morgan. B. (2008).
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Ismail. K. (2024).
University students’ cognitive flexibility and critical
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