Enhancing critical thinking for english learning by writing using digital literacy and virtual learning resources

Abstract

Abstract The present study investigates the enhancing of critical thinking development through English writing in a digital literacy and virtual resource setting. The qualitative study employed a case study, semi-structured interviews, and classroom observations to observe how first-year university students at Santo Tomas University from the Bachelor's degree in Foreign Languages program perceived and considered their experience with technology-enhanced learning. The findings suggest that factors such as technology challenges, pedagogy with a grammar focus and closed questions, and emotions such as frustration and isolation hold back students' capacity to develop reflective and analytical thinking. However, students also highlight that digital literacy gives them equitable power to overcome these challenges through improved evaluation of their information, developing their autonomous learning, and preparing them for international testing such as TOEFL or IELTS. Ultimately, the study argues how meaningfully embedding digital tools into pedagogical practice, with appropriate teacher training, appropriate tools, equitable access, and becoming more aware of students’ emotional conditions, encourages every student to navigate more critically, inclusively, and participatory English language learning settings. The significance of this work assists our rethinking of educational models in bilingual and virtual educational contexts. In conclusion, the relevance of critical digital literacies could be a competency that shapes higher education in a meaningful way for teachers and students.