ENHANCING CRITICAL THINKING SKILLS IN PHILOLOGY STUDENTS VIA CRITICAL READING AND WRITING

The article discusses the issue of developing critical thinking skillsin philology students in foreign language classes, particularly in Reading andWriting courses. The relevance of the study is determined by the growing need totrain specialists capable of analytical reading, text interpretation, and producingwell-reasoned academic writing in the information society. The aim of the researchis to identify pedagogical conditions and effective reading and writing tasks thatfoster critical thinking. The paper analyzes difficulties students face whenperforming critical text analysis and describes teaching approaches aimed atdeveloping analytical skills, argumentation, and intercultural reflection. Thefindings indicate that systematic use of critical reading tasks, comparative sourceanalysis, and academic writing activities contributes to the development ofindependent thinking, objective evaluation of information, and readiness foracademic dialogue.