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Critical Thinking in Action: Empirical Insights from Socio-Critical EFL in HE
Abstract
This chapter explores how critical thinking manifests in real-time classroom dynamics within socio-critical English as a Foreign Language (EFL) settings in higher education. Drawing on empirical data from student reflections, classroom interactions, and instructor narratives, it investigates how learners engage with power, identity, and inequality through language. Rather than treating critical thinking as a static skill, the study frames it as a dynamic, socially situated practice—one that emerges in tension, dialogue, and discomfort. The findings reveal that when students are invited to interrogate social realities through language, their critical thinking expands beyond analysis into personal and collective transformation. This chapter underscores the urgent need to reposition EFL education as a space for ethical, critical engagement—not just linguistic competence. By documenting lived classroom experiences, it contributes to a growing body of work that calls for language education to serve as a site of social inquiry and active, mindful participation.
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