ABSTRACT Critical thinking (CT) is widely recognised as a core competency in 21st‐century higher education, particularly within English as a Foreign Language (EFL) learning contexts. This study examines the extent to which motivation and engagement contribute to the development of CT skills among Chinese EFL university students. A sample of 626 undergraduates from multiple provinces completed validated instruments measuring motivation, academic engagement and CT dispositions. Structural Equation Modelling (SEM) was employed to explore the interrelations among these constructs. The findings show that motivation predicts both engagement and CT, and that CT is positively associated with engagement, indicating a reciprocal relationship. These findings highlight the interdependent roles of affective and cognitive factors in promoting higher‐order thinking. The study offers pedagogical implications for language educators, curriculum designers and policymakers aiming to foster autonomous, critically‐minded learners in EFL environments.
Yang et al. (2025) studied this question.