MIKENA BILBILI, ETLEVA KONI
DOI:
Abstract
This study examines the limited development of critical thinking in English language classes within the Albanian educational context, through a case study conducted at a secondary school in Tirana. It analyzes the impact of teaching methods, the learning FGJH 82 12 / 2025 environment, and the inherited educational culture. Data were collected through classroom observations, interviews with the teacher and students, and an analysis of students’ written work (essays). During the experimental phase, a series of lessons was designed to foster the development of critical thinking skills. The findings reveal that a considerable number of students still rely on rote learning and experience difficulty with argumentation and examining issues from multiple perspectives. However, following the experimental lessons, students demonstrated greater engagement, deeper analysis, and more structured thinking. As a practical example, the study presents the project “Think Before You Share,” which aims to enhance critical thinking through reflection on digital content. In conclusion, the study highlights the need for a renewed pedagogical approach, the use of more meaningful teaching materials, and teacher training programs that emphasise analysis, reflection, and creativity in the learning process, moving beyond mechanical reproduction and linguistic accuracy.
Keywords: critical thinking, English as a foreign language, project-based learning, post-communist pedagogy, educational reform.