PHÁT TRIỂN TƯ DUY PHẢN BIỆN TRONG GIẢNG DẠY TIẾNG ANH Ở ĐẠI HỌC: HÀNH TRÌNH ĐỔI MỚI TỪ NHẬN THỨC ĐẾN THỰC HÀNH

Abstract

Critical thinking – a concept once thought to be associated only with philosophy or social
sciences – has now become one of the most important competencies for 21st-century students. In the
context of globalization, English is not only a foreign language but also the language of knowledge,
academic dialogue, and independent thinking. However, not all university English classes in Vietnam
provide opportunities for students to develop analytical, evaluative, or critical thinking skills. This article
proposes a new approach to naturally and deeply integrate critical thinking into English classes, thereby
contributing to building a school culture that encourages dialogue and independent thinking.
The article is based on a synthesis of theory and practical observation, and presents a three-tiered model
of critical thinking suitable for the characteristics of Vietnamese learners. This is not a fixed formula, but
rather a pedagogical suggestion for instructors to organize English classes as a truly academic space,
where language is a means of thinking, questioning, and constructing knowledge