The role of instructional scaffolding in developing critical thinking skills among EFL University students
DOI:
https://doi.org/10.5281/zenodo.20780928Ключевые слова:
instructional scaffolding, critical thinking, EFL students, Zone of Proximal Development, higher education, pedagogical support, autonomous learning, Uzbekistan.Аннотация
This study examines the effectiveness of instructional scaffolding in developing critical thinking skills among
university students learning English as a Foreign Language (EFL). The relevance of the research is associated with
ongoing reforms in higher education in Uzbekistan and the growing need to foster independent, analytical, and creative
thinking among students. A mixed-methods research design integrating quantitative and qualitative approaches was
employed.
The study involved 84 undergraduate students from Uzbekistan State World Languages University and the National
University of Uzbekistan. The experimental group was exposed to multi-level scaffolding strategies, including graphic
organizers, problem-based learning tasks, and metacognitive questioning techniques, whereas the control group followed
conventional instructional practices.
The findings revealed significant improvements in the experimental group’s ability to analyze information, construct evidence-
based arguments, and evaluate alternative solutions. Furthermore, students demonstrated higher levels of communicative
engagement and academic autonomy. The results confirm that systematic implementation of instructional
scaffolding and gradual withdrawal of pedagogical support (fading) contribute substantially to the development of higher-
order thinking skills in EFL learning environments
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