THE USE OF PROBLEM-SOLVING TASKS IN DEVELOPING CRITICAL THINKING THROUGH LANGUAGE LEARNING

Abstract

In contemporary language education, developing critical thinking skills has become one of the most important educational goals alongside linguistic competence. Traditional teaching methods often focus on memorization and grammatical accuracy, while modern pedagogical approaches emphasize learner autonomy, analytical reasoning, and communicative problem-solving. This paper explores the role of problem-solving tasks in developing critical thinking through language learning. The study examines how task-based learning activities encourage learners to analyze information, evaluate alternatives, and make reasoned decisions while using a foreign language. A qualitative approach is applied, drawing on classroom-based observations and analysis of task performance in English language learning contexts. The findings suggest that problem-solving tasks significantly enhance students’ engagement, promote deeper cognitive processing, and improve their ability to express complex ideas in English. Furthermore, such tasks create authentic communicative situations that require learners to negotiate meaning and justify opinions. The study concludes that integrating problem-solving activities into language instruction contributes not only to linguistic development but also to higher-order thinking skills essential for academic and real-life success.