METHODOLOGICAL ANALYSIS OF CRITICAL-THINKING TASKS, EXERCISES, AND PROBLEM SITUATIONS IN DIGITAL ENGLISH LANGUAGE TEACHING

Abstract

This article examines the methodological foundations of critical-thinking- oriented tasks, exercises, and problem situations in digital English language teaching. In the context of rapid educational digitalization, the development of higher-order thinking skills has become an essential component of preparing future foreign language teachers. The study focuses on the pedagogical design, classification, and cognitive potential of tasks that activate analytical, evaluative, and reflective thinking in digital learning environments. Using a qualitative-descriptive methodological approach, the research analyzes various types of digital learning activities, including source evaluation tasks, online debates, AI-assisted text critique, reflective peer-review exercises, and problem-based case situations. The findings demonstrate that well-structured digital tasks significantly contribute to learners’ ability to interpret information critically, assess credibility, identify bias, construct evidence-based arguments, and solve communicative and pedagogical problems. Special attention is given to the role of learning management systems, collaborative platforms, and AI-supported environments in strengthening metacognitive reflection and decision-making. The article proposes a methodological classification of critical-thinking tasks according to cognitive complexity, pedagogical purpose, and digital implementation tools. The study contributes to the theory and methodology of English language teaching by offering a practical framework for integrating critical-thinking development into digital academic reading, writing, and discussion activities. The results may be effectively applied in teacher education curricula, digital course design, and the preparation of future English language teachers in higher education.