DEVELOPING CRITICAL THINKING COMPETENCE IN ENGLISH LANGUAGE CLASSES AT VOCATIONAL COLLEGES
Keywords:
critical thinking, competence, vocational college, English language teaching, interactive methods, communicative approach, vocational education.Abstract
This article analyzes the theoretical foundations, methodological approaches, and practical mechanisms for developing critical thinking competence in English language classes at vocational colleges. In the context of the modern labor market, where communicative and analytical skills are increasingly demanded, English language teaching should not be limited to grammar instruction alone but must also foster students’ independent thinking abilities. The study substantiates the effectiveness of interactive methods, problem-based tasks, and project-based learning in enhancing students’ critical thinking skills within vocational education settings.
References
1. Dewey, J. (1933). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Boston: D.C. Heath and Company.
2. Ennis, R. H. (1985). A logical basis for measuring critical thinking skills. Educational Leadership, 43(2), 44–48.
3. Facione, P. A. (1990). Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction (The Delphi Report). Millbrae, CA: The California Academic Press.
4. Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching (3rd ed.). Cambridge: Cambridge University Press.
5. Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press.
6. Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learning-Centred Approach. Cambridge: Cambridge University Press..
