Enhancing Critical Thinking through Multimodal EFL Tasks in Secondary Education

Abstract

This study investigates the effectiveness of multimodal English as a Foreign Language (EFL) tasks in enhancing secondary students’ critical thinking skills. Using a quasi-experimental pre-test and post-test design, the study involved 32 secondary school students who participated in structured multimodal learning activities integrating visual, textual, and contextual analysis. Data were collected through a binary assessment measuring students’ ability to identify implicit persuasive techniques and a critical thinking rubric scored on a four-point scale. Descriptive and inferential statistical analyses revealed substantial improvement following the intervention. Students’ ability to identify implicit persuasive techniques increased from 28.12% at baseline to 81.25% after the intervention. The McNemar test confirmed that this change was statistically significant (p < .001; odds ratio = 9.50). In addition, the mean critical thinking score improved from 2.04 (SD = 0.36) to 3.29 (SD = 0.37), representing a mean gain of 1.25 points. A paired-samples t-test indicated that the improvement was statistically significant, t(31) = 15.36, p < .001, with a very large effect size (Cohen’s d = 2.72). These findings suggest that multimodal EFL tasks effectively enhance students’ inferential reasoning, analytical interpretation, and evaluative judgment. However, minor variability in student performance highlights the importance of structured scaffolding to support learners in developing higher-order thinking skills.