DEVELOPING STUDENTS' CRITICAL THINKING COMPETENCE IN ENGLISH LANGUAGE TEACHING: AN IMRAD-BASED THEORETICAL STUDY

This article examines the theoretical and methodological foundations of developing students' critical thinking competence in modern English language teaching. The study is based on the premise that contemporary English lessons should not be limited to the transmission of vocabulary, grammar, and reproductive speech patterns, but should also form learners who can analyze information, evaluate evidence, justify decisions, cooperate with peers, and reflect on their own learning. The purpose of the paper is to systematize activity-based, systematic, and eclectic approaches and to show how they can be integrated in the design of English language instruction for senior secondary students. The research uses theoretical analysis, comparative interpretation, and methodological modeling of classroom practice. The results demonstrate that critical thinking competence develops most effectively when students are placed in meaningful communicative situations, work with authentic materials, solve problems, participate in debates and projects, and complete reflective writing tasks. The proposed model connects lesson goals, content, methods, tools, assessment, and learning outcomes into a unified didactic system. The study concludes that English language teaching can become a strong medium for intellectual development when active learning, systematic planning, and flexible methodological selection are combined.