METHODS OF DEVELOPING CRITICAL THINKING SKILLS OF EFL STUDENTS THROUGH GAMIFICATION

Mirbakieva Nigora Azadovna

Authors

Mirbakieva Nigora Azadovna PhD, Uzbekistan State World Languages University

Keywords:

Gamification, critical thinking, EFL students, language learning, higher-order thinking, collaborative learning, educational technology, problem-solving, motivation, task-based learning.

Abstract

The development of critical thinking skills has become one of the essential objectives of modern English as a Foreign Language (EFL) education. Contemporary educational reforms emphasize not only linguistic competence but also the ability of learners to analyze, evaluate, interpret, and solve problems effectively in academic and real-life contexts. In recent years, gamification has emerged as an innovative pedagogical approach that integrates game elements such as points, badges, leaderboards, quests, and challenges into educational environments to enhance student engagement and cognitive development. This article examines the methods of developing critical thinking skills of EFL students through gamification based on existing empirical and theoretical studies. The article analyzes how gamified learning environments promote analytical reasoning, problem-solving abilities, collaborative learning, and reflective thinking among EFL learners. The study employs qualitative analysis of scholarly literature related to gamification, critical thinking, and EFL pedagogy. The findings demonstrate that gamification increases learner motivation, classroom participation, and cognitive engagement while supporting the development of higher-order thinking skills. Furthermore, the article discusses the pedagogical advantages and limitations of gamification in EFL instruction and offers recommendations for effective implementation in language classrooms.

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