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The study aims to explore how task-based language instruction influences critical thinking skills among college English learners.

February 19, 2026SAGE OpenOpen Access

Cultivating Critical Thinking in College English Teaching: A Study on Task-based Teaching Method

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The study aims to explore how task-based language instruction influences critical thinking skills among college English learners.
Analyzed 3,500 essays from 1,000 international students at the University of Pittsburgh
Focused on four types of tasks: argumentative essays, analytical reports, reflective writing, and problem-solving exercises
Employed statistical methods such as hierarchical linear modeling and growth curve analysis to assess critical thinking development
Operationalized critical thinking through various metrics including argumentation complexity and evidence integration quality.
Argumentative tasks showed the most significant improvement in critical thinking (d = 0.78)
Analytical essays positively influenced logical reasoning (d = 0.65)
Cognitive complexity was identified as the strongest predictor of critical thinking, explaining 31% of variance
Cultural background influenced learning outcomes, with distinct progress patterns observed among East Asian and Middle Eastern students.

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This observational study examines improved critical thinking in college English learners using task-based methods, suggesting important implications.

X. H. Zhang (2026) studied this question.

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This observational study examines improved critical thinking in college English learners using task-based methods, suggesting important implications.