Developing critical thinking in EFL writing classroom: A Systematic Review of Pedagogical Strategies and Outcomes

Abstract

This systematic review investigates the integration of critical thinking (CT) in the teaching of writing within the context of English as a Foreign Language (EFL). Recognizing the essential role of critical thinking in modern education, this review synthesizes findings from 35 empirical studies published between 2011 and 2025 using the PRISMA review guidelines, focusing on pedagogical strategies, assessment tools, and their impact on students' writing quality. The review identified a predominance of quantitative research in higher education, highlighting a gap in qualitative insights, particularly in secondary education. Key findings reveal that pedagogical approaches, such as infusion and mixed strategies, enhance students' critical thinking and writing skills. The review emphasizes the importance of targeted pedagogical methods, including teaching argumentation, problem-solving activities, and collaborative writing, while advocating for the further exploration of innovative instructional frameworks. This review aims to provide valuable insights for educators and researchers seeking to foster critical thinking in EFL writing instruction, thereby preparing students for academic and professional success.