Developing Students’ Critical Thinking Skills through Technology-Enhanced Language Instruction

Abstract

This article investigates the integration of technology-enhanced language instruction as a catalyst for developing critical thinking skills among higher education students. In the contemporary digital discourse, language learning extends beyond grammatical competence to encompass high-order cognitive processing, analysis, and evaluation. The study examines various technological tools—including asynchronous discussion forums, digital case-study platforms, webquests, and AI-driven reflective environments—and evaluates their efficacy in fostering analytical reasoning, problem-solving, and meta-cognitive awareness within the foreign language curriculum. Grounded in Bloom’s Revised Taxonomy and cognitive constructivist frameworks, the research analyzes how digitally mediated linguistic tasks challenge learners to move from passive information reception to active, critical synthesis of source materials. The findings indicate that structured technology-enhanced instruction not only accelerates language acquisition but also cultivates the intellectual autonomy necessary for navigating complex information ecosystems. The article addresses pedagogical implications and technological challenges, offering structural recommendations for educators to design digital language tasks that simultaneously optimize linguistic proficiency and critical intellect.