Transformative Pedagogy of English as a Foreign Language: Navigating Sociolinguistic Diversity to Enhance Critical Thinking in Globalized Classrooms
DOI:
https://doi.org/10.57125/FED.2026.03.10Keywords:
sociolinguistic diversity, educational psychology, critical thinking, applied linguistics, EFL, Transformative pedagogy.Abstract
The paper theoretically examines the interaction between sociolinguistic diversity and psychological factors in students' critical thinking in English as a foreign language (EFL). The primary aim of this study is to analyze how sociolinguistic and psychological variables collectively contribute to the development of critical thinking skills in EFL learners. In a globalized classroom, the need to inculcate a transformative pedagogy in the teaching of EFLs has become central to developing critical, contemplative, and independent learners. This paper uses a quasi-experimental mixed-methods design. The sample comprised 150 EFL students, including bachelor's and master's degree students. The sample was divided into an experimental (n = 75) and a control group (n = 75). The analysis indicates that learning environments integrating sociolinguistic awareness with reflective pedagogical practices have greater potential to enhance higher-order thinking abilities. Based on current research in the international community, this article examines how the educational setting, social relations, linguistic context, cognitive processes, motivation, and learners' metacognitive awareness influence the development and improvement of critical thinking. By pointing out the loopholes in the existing EFL pedagogical paradigm, specifically the lack of sociolinguistic diversity integration, the review suggests a theoretical framework that places transformative pedagogy at the cross-sections of language teaching, sociolinguistics, and educational psychology. The results highlight the circumstances in which the development of critical thinking in EFL classrooms can and should occur and provide useful insights into the work of teachers who want to equip students with the competencies for global communication and intercultural interaction. The study concludes that incorporating sociolinguistic diversity into EFL instruction is essential for fostering critical cognition. Practically, the findings offer pedagogical guidance for educators seeking to design inclusive, cognitively stimulating language classrooms.
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