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Abstract

This research study examines the pivotal role of critical thinking in enhancing English language skills among undergraduate students in Sanghar. The development of critical thinking is recognized as a fundamental component in language acquisition, as it supports not only linguistic competence but also cognitive flexibility and effective problem-solving. The study seeks to investigate how critical thinking contributes to the improvement of English language proficiency, the challenges students face in this regard, and the strategies teachers employ to foster these higher-order thinking skills. Adopting a qualitative research design, data were collected through semi-structured interviews conducted with four English language teachers and six university students. Participants were selected using a random sampling technique to ensure diverse perspectives. The findings reveal a strong consensus among teachers on the importance of integrating critical thinking into language instruction to promote deeper understanding, independent learning, and active engagement. Additionally, students reported facing difficulties in applying critical thinking due to a lack of prior training and limited exposure to learner-centered methodologies. The study concludes that critical thinking not only enhances students’ command of English but also empowers them to become more autonomous and analytical learners. Based on these insights, the study offers practical recommendations for language teachers, curriculum developers, and academic institutions to embed critical thinking more systematically into English language teaching practices. These findings contribute to the growing body of literature advocating for the integration of cognitive skill development in language education, particularly in contexts with limited resources such as Sanghar.
Keywords: Critical Thinking Skills, English Language, University Students, Teachers, Language Acquisition