This study explores the role of technology-enhanced instruction in developing students’ critical-thinking skillsduring English-language lessons. The research draws upon pedagogical theories, critical-thinking frameworks, and digital-learning tools to determine how interactive technologies can promote analytical, evaluative, and reflective thinking.Data were collected through classroom observations, teacher interviews, and student surveys in secondary-schoolsettings. The results indicate that technology, when purposefully integrated with pedagogical strategies, significantlyenhances student engagement and critical-thinking outcomes.
| Mualliflar | Mavlonova , Dildora |
|---|---|
| Jurnal | Мактабгача ва мактаб таълими |
| Nashr sanasi | 2025-07-01 |
| Jild | 3 |
| Son | 7 |
| Til | Ingliz |
| DOI | 10.5281/zenodo.15811999 |
DOI: 10.5281/zenodo.15811999 · Maqolaning asl sahifasi
critical thinking, educational technology, English-language teaching, interactive learning, secondary education.
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