Why Critical Thinking Instruction Still Fails in EFL Writing Classrooms: A Reflective Perspective from Practice

Abstract Book of the 11th International Conference on Research in Social Sciences

Year: 2026

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Why Critical Thinking Instruction Still Fails in EFL Writing Classrooms: A Reflective Perspective from Practice

Quyen Chau

ABSTRACT:

Critical thinking (CT) has become an important goal in EFL writing instruction because of its close relationship with argumentation, reasoning, and knowledge construction. However, many EFL classrooms still face difficulties in developing students’ Higher-Order Thinking Skills (HOTS) effectively. Previous studies have reported weak alignment among CT theories, instructional practices, and assessment methods, resulting in fragmented approaches to CT instruction. This paper is a secondary research study that mainly analyzes theoretical foundations and findings from previous studies to provide a critical perspective on CT-oriented EFL writing instruction. Using a reflective and conceptual analysis approach, the study examines current pedagogical practices based on recent empirical studies and systematic reviews. The analysis focuses on the relationship among theoretical frameworks, instructional techniques, task design, and assessment practices in CT-integrated writing instruction. The findings reveal several major issues. First, many studies apply techniques such as questioning, scaffolding, feedback, and collaborative learning without clearly explaining how cognitive processes are activated during writing tasks. Second, improvements in writing performance are often interpreted as evidence of CT development without sufficient proof of learners’ engagement in analysis, evaluation, or inference. Third, many writing activities focus mainly on information reproduction rather than argumentative reasoning and decision-making. The study argues that CT cannot be effectively developed through isolated teaching techniques alone. Instead, CT should be embedded within meaningful and cognitively demanding tasks that require learners to engage in reasoning, evaluation, and argumentation. Drawing on Task-Based Language Teaching (TBLT) and HOTS frameworks, the paper identifies several contextual, theoretical, pedagogical, and methodological gaps that may guide future research and contribute to a more systematic integration of CT in EFL writing instruction.

Keywords: Critical Thinking, Critical Thinking instruction, Critical Thinking – oriented EFL writing instruction, Higher-Ordered Thinking Skills, Task-Based Language Teaching