MYSTERY-BASED LEARNING IN ENGLISH LANGUAGE TEACHING: A TOOL FOR DEVELOPING CRITICAL THINKING

This article explores the pedagogical potential of Mystery-Based Learning (MBL) as an innovative approach in English Language Teaching (ELT) aimed at enhancing learners’ critical thinking skills. In contemporary education, fostering higher-order thinking has become a central objective, particularly in language classrooms where communicative competence and cognitive engagement intersect. Mystery-Based Learning introduces elements of inquiry, problem-solving, and curiosity-driven exploration, encouraging learners to actively construct knowledge through analysis, inference, and evaluation. The study examines the theoretical foundations of MBL within the frameworks of constructivist and communicative approaches, highlighting its effectiveness in promoting learner autonomy and engagement. Through the integration of mystery scenarios, clues, and collaborative tasks, students are guided to interpret linguistic input critically while simultaneously developing language proficiency. The article also discusses practical classroom applications of MBL, including task design, role-play, and investigative activities tailored to different proficiency levels. Furthermore, the research emphasizes that Mystery-Based Learning not only improves linguistic competence but also nurtures essential 21st-century skills such as creativity, collaboration, and decision-making. The findings suggest that incorporating mystery elements into ELT classrooms significantly enhances students’ motivation and ability to think critically in real-life communicative contexts. The article concludes by recommending the systematic integration of MBL strategies into language teaching curricula to foster more interactive and intellectually stimulating learning environments.