University of Isfahan Applied Research on English Language 3134-0644 15 2 2026 04 01 The Impact of Critical Thinking-Integrated Instruction on EFL Learners’ Reading Comprehension: An Interventional Mixed-Methods Study 33 64 30506 10.22108/are.2026.149057.2752 EN Lamya Hajihasankhansary Department of English Language Teaching, Faculty of Education, Near East University, Cyprus Journal Article 2026 05 26 The evolving educational landscape of the 21st century demands the renewal of language teaching methodologies by integrating cognitive skills such as critical thinking (CT) to enhance learning outcomes and learner autonomy. Employing an exploratory sequential mixed-methods research design, this study examines the impact of CT-integrated instruction on English as a foreign language (EFL) learners’ reading skills. An initial pool of 156 EFL learners was interviewed to identify their learning challenges, with a particular emphasis on reading skills. Subsequently, 107 of these learners were selected through convenience sampling, all of whom demonstrated comparable difficulties in reading English. The participants were divided into two groups of high and low critical thinkers in accordance with their performance on the Watson-Glaser critical thinking appraisal practice test. They were then randomly assigned to experimental and control groups. After a whole semester of CT-integrated instruction, scores taken from pre- and post-test were statistically analyzed. The results of Mixed ANOVA, Independent T-tests, and Paired Samples T-tests revealed significant improvements in the experimental group, underscoring the effectiveness of CT-integrated pedagogical approaches in fostering L2 reading comprehension. The qualitative analysis of the follow-up interviews with 46 EFL learners in the experimental groups further validated these results through thematic analysis, showing less reliance on any translation applications. The students advocated for the integration of CT into language instruction, underscoring the role of cognitive skills in improving reading skills and learner autonomy over external supports such as AI. The study offers theoretical and practical implications for the integration of CT abilities into teaching L2 reading skills in EFL contexts. The findings also highlight the need for future research to examine the cognitive processes that interact during critical reading, thereby advancing our understanding of the mechanisms through which critical thinking instruction contributes to EFL reading development. https://are.ui.ac.ir/article_30506_c30a13faea97bff2ec6bf2543ec511d1.pdf