Enhancing specific critical thinking skills among EFL learners through computer-assisted interactive reading model in a CALL environment: An investigation of learner perceptions and performance

Abstract

This study investigates the effectiveness of computer-assisted interactive reading models in fostering critical thinking skills among English as a Foreign Language (EFL) learners. Despite the recognized importance of critical thinking in EFL education, traditional methods often fail to cultivate these skills, prompting exploration of technology-enhanced solutions. A pretest-posttest randomized controlled trial with 378 EFL learners evaluated three experimental interventions targeting analytical, creative, and logical thinking, compared to a control group receiving standard computer-assisted language learning (CALL) instruction. Over 11 weeks, participants engaged in 22 sessions utilizing interactive reading platforms with adaptive feedback and scaffolding features. Quantitative data from the Watson-Glaser Critical Thinking Appraisal and computer-assisted reading performance tests were analyzed using mixed ANOVA, while qualitative insights from surveys and semi-structured interviews underwent thematic analysis. Results demonstrated significant improvements in critical thinking skills across experimental groups (η² = 0.886–.947), with the analytical intervention showing superior gains in inferential reasoning and argument evaluation (ΔM = +68.35 reading performance, ΔM = +19.93 critical thinking). Qualitative findings revealed high learner engagement (M = 5.5–5.9 on 7-point scales) and perceived effectiveness, though technical challenges and cognitive load emerged as moderating factors. The study establishes analytical scaffolding through interactive reading models as an effective strategy for developing higher-order cognitive skills, bridging theoretical frameworks in cognitive psychology and educational technology. Practical implications emphasize integrating visual organizers and adaptive feedback in CALL curricula, while addressing infrastructural barriers to implementation. Limitations include sample homogeneity and cross-sectional design, suggesting the need for longitudinal replications across diverse educational contexts. This research advances evidence-based strategies for cultivating 21st-century competencies in technology-enhanced language education.