Fostering critical thinking skills among EFL learners in higher education - A systematic review

Abstract

Equipping English-as-a-Foreign-Language (EFL) learners with critical thinking (CT) skills offers significant benefits for both their academic advancement and future careers. Due to its pivotal role in learners' lives, the pursuit of more effective interventions for developing CT skills among EFL learners remains ongoing. This study aims to examine how CT skills are fostered among EFL learners in higher education, as evidenced in published research. To achieve this, a secondary research method using the PRISMA systematic review framework was employed. The review systematically analyzed 47 published research articles selected from an initial search of 11,143 titles across eight online databases. The findings of the review are as follows. First, fostering CT skills in higher education has become a major concern among EFL educators and researchers in Asia. Second, the review highlights that both immersion and infusion approaches can effectively promote CT development, particularly when used in combination. Key strategies such as self-learning, discussion, and mentoring are central to these approaches, with a strong emphasis on collaborative learning and reflective practices. The duration of interventions plays a critical role: longer and more sustained programs tend to produce stronger outcomes. Additionally, the learning environment—whether traditional, web-based, or blended—impacts the effectiveness of CT interventions. Among these, blended learning consistently yields favorable results, suggesting that integrating in-class and online instruction is highly recommended. Finally, methodological factors generally enhance the outcomes of CT instruction. In contrast, personal factors (i.e., learner-related variables) can both support and hinder the development of CT skills, depending on context. Therefore, these factors may act as either enablers or inhibitors of CT skill acquisition under different conditions. This review proposes several educational implications to improve the cultivation of CT skills among EFL learners in higher education, focusing on instructional strategies, assessment methods, and learning resources.