Critical thinking (CT) is crucial in teaching reading in English as a Foreign Language (EFL). Nonetheless, there remains a dearth of comprehensive research and insight into applying CT taxonomies, successful pedagogical practices, and teacher challenges in improving CT skills in EFL reading. This systematic literature review examines effective CT taxonomies, pedagogical strategies, and challenges in improving CT skills within EFL reading instruction. It synthesizes findings from 11 empirical studies published between 2014 and 2024, selected from Scopus and Web of Science databases using the PRISMA framework along with predefined inclusion and exclusion criteria. The findings reveal that Bloom’s taxonomy is the predominant framework alongside three significant teaching approaches in cultivating CT skills: traditional, constructivist, and technology-enhanced. Traditional approaches typically rely on teacher-centred instruction, including grammar teaching, text analysis, and comprehension exercises, which prioritize factual recall rather than fostering deep analytical thinking. The constructivist approach includes project-based learning, survey-question-read-recite-review, question-answer-relationships, and the exposure-exploration-evaluation model. The technology-enhanced approach, including online classes, flipped classroom teaching, and asynchronous web-based collaboration, has effectively cultivated CT skills. Despite the increasing integration of CT-based instructional frameworks and strategies, challenges remain in educators’ pedagogical competence, instructional methodologies, teaching resources, assessment instruments, and professional development. This study points out that it takes more research to create context-specific CT pedagogical models, enhance teacher training programs, and refine assessment frameworks to successfully integrate CT skills into EFL reading instruction.
Liu et al. (Mon,) studied this question.