Integrating Critical Thinking into English Public Speaking Courses: A Framework for Enhancing EFL Students’ Communicative Competence

Abstract

Critical thinking (CT) is widely recognised as a core competency in 21^st century English language education, especially within English as a Foreign Language (EFL) context. Despite the considerable potential of English Public Speaking (EPS) courses to promote both CT and communicative competence (CC), systematic integration of CT into EPS instruction remains limited, particularly in Asian EFL settings. This paper presents a research-informed framework for embedding CT within EPS courses, aimed at advancing both cognitive and communicative development among EFL learners. The framework comprises three core components: (1) foundational CT instruction, (2) structured activities and personalised feedback, and (3) ongoing support for student development. Drawing on empirical research and theoretical perspectives, the paper elucidates the interconnection between CT and CC, identifies persistent challenges in current teaching practice, and outlines practical implications for curriculum design and pedagogy. The proposed framework offers a transferable blueprint for educators and researchers seeking to optimise EPS instruction and address the evolving demands of global communication.