EFL

Fostering critical thinking in English as a Foreign Language (EFL) education holds significant pedagogical value, yet there remains a lack of research on systematic instructional approaches. This study investigates the implementation of the Real-World Practice-Based Critical Thinking Framework (RWP-CT) in EFL reading instruction, aiming to evaluate its effects on learners’ critical thinking skills, language proficiency, and learning attitudes. It further explores the moderating role of English proficiency in shaping intervention outcomes. A 16-week quasi-experimental study was conducted at a finance and economics university in Northwest China, involving 101 first-year undergraduates. The experimental group (N=48) received RWP-CT-informed reading instruction, while the control group (N=53) followed traditional reading practices. In addition to quantitative data, learner reflections were collected through reflective journals to gain insights into their learning experiences. Participants’ critical thinking skills, reading comprehension, writing ability, and learning attitudes were assessed using the Chinese Critical Thinking Disposition Inventory, College English Test Band 4 (CET-4), <i>New Horizon College English</i> writing test, and the College English Learning Attitude Scale. Independent-samples t-tests and Mann–Whitney U tests revealed that the experimental group significantly outperformed the control group across all outcome measures. While small effect sizes were observed for open-mindedness and writing ability, all other domains showed medium to large effect sizes. These findings were further substantiated by qualitative data. Moreover, one-way ANOVA and Kruskal–Wallis tests indicated that learners’ English proficiency significantly influenced post-intervention writing performance and learning attitudes.This study offers a novel, practice-oriented approach for systematically cultivating critical thinking in EFL contexts. It also highlights the impact of language proficiency on instructional effectiveness, providing both theoretical and empirical support for the design of personalized teaching strategies.