ENHANCING MACRO CRITICAL THINKING THROUGH ICT: A STUDY OF PAKISTANI ESL LEARNERS

Abstract

This paper investigates the role of Information and Communication Technology (ICT) in macro-level critical thinking skills of the undergraduate ESL students in Higher Education Institutions (HEIs) of Pakistan. This study employs Vygotsky's Socio-Cultural Theory, Bloom's Revised Taxonomy, and Gardner's motivational theories to examine how instrumental and integrative motivations can play an important role as a link to cognitive growth in digital learning environments. The research adopted mixed methods that include a questionnaire survey of 160 undergraduate BS English students to provide the baseline motivational orientations, and action research in the classroom with 30 participants (students and teachers). The data were gathered using the validated motivational questionnaire and structured classroom observation, as well as a 26-item pre-test and post-test instrument for analytical, evaluative, and creative thinking. Results show that a strong initial motivation facilitates in-depth analytical interaction with ICT tools. The results of quantitative analysis showed that the use of ICT in the classroom achieved a statistically significant increase in post-test critical thinking scores, and there is a good positive correlation between the frequency of using ICT in the classroom and the results of critical thinking (r = 0.74, p < 0.01). Moreover, there was a significant relationship with perceived usefulness of ICT and analytical engagement (ρ = 0.69, p < 0.01). These findings were supported by qualitative observations showing greater pupil engagement and active thinking where teacher scaffolding was used. Finally, the findings show that when ICT is used as a pedagogical tool, it can transform the learning process with the help of pedagogical guidance and with the motivation of learners. This article focuses on the instrumental and integrative motivation of learners in the ESL classroom and the use of keywords in developing their macro critical thinking skills in the context of mixed methods.