"DEVELOPMENT OF CRITICAL THINKING AMONG HIGH SCHOOL STUDENTS IN THE PROCESS OF ENGLISH LANGUAGE LEARNING THROUGH THE USE OF ONLINE REFLECTIVE LEARNING MODULES"

This study explores the effectiveness of online reflective learning modules in developing critical thinking skills among high school students in English language learning. Critical thinking is considered a key meta-subject competence in modern education; however, traditional English teaching methods often provide limited opportunities for reflection and metacognitive development. The research combines theoretical analysis with an empirical study conducted among ninth-grade students. Online reflective learning modules were integrated into English lessons and structured around self-reflection, group discussion, and individual adjustment of learning strategies. Quantitative and qualitative methods, including diagnostic tasks, questionnaires, observation, and content analysis of reflective writing, were used to assess the outcomes. The findings indicate positive dynamics in students’ critical thinking development, particularly in text analysis, argumentation, and metacognitive awareness. The study confirms that systematic use of online reflective learning modules enhances learners’ academic independence and improves the effectiveness of English language instruction.