THE ROLE OF CRITICAL THINKING ACTIVITIES IN TEACHING THEORETICAL ENGLISH LANGUAGE DISCIPLINES AT UNIVERSITIES IN UZBEKISTAN

The development of critical thinking has become one of the principal objectives of contemporary higher education, particularly within English language teaching, where students are expected to acquire not only linguistic competence but also analytical, evaluative, and problem-solving skills. Despite the increasing recognition of critical thinking in English Language Teaching (ELT), its systematic integration into theoretical English language disciplines remains insufficiently explored, especially in the context of higher education in Uzbekistan. This study aims to examine the role of critical thinking activities in teaching theoretical English language disciplines at universities in Uzbekistan and to propose a methodological framework for their effective integration into classroom instruction. The study employs a qualitative-oriented mixed-methods research design in the form of a proposed methodological framework based on learner-centered education, constructivist learning theory, and competency-based instruction. The proposed model incorporates instructional techniques such as Socratic questioning, Think–Pair–Share, problem-based learning, concept mapping, comparative analysis, mini research projects, and reflective learning journals into courses including Stylistics, Lexicology, Theoretical Grammar, Analytical Reading, and Introduction to Linguistics. The study concludes that integrating critical thinking into theoretical English language instruction may significantly improve the quality of university education and provide a practical methodological model for English language departments seeking to implement learner-centered and competency-based approaches.