Higher Order and Critical Thinking Skills in Asking Verbal Questions among English as a Foreign Language Teachers: A Systematic Review

Authors

  • Nahed Mohammed AlBadi

    Institute of Islam Hadhari (HADHARI), Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia
  • Nazrul Anuar Nayan

    Institute of Islam Hadhari (HADHARI), Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia
  • Norshariani Abd Rahman

    Institute of Islam Hadhari (HADHARI), Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia

DOI:

https://doi.org/10.30564/fls.v7i9.10709
Received: 25 June 2025 | Revised: 17 July 2025 | Accepted: 29 July 2025 | Published Online: 17 September 2025

Abstract

In today’s educational landscape, developing higher-order thinking skills (HOTS)—such as analysing, evaluating, and creating—has become increasingly important, especially for students preparing to navigate a complex global world. A key component of HOTS is critical thinking (CTS), which enables learners to assess ideas logically, connect concepts, and make sound decisions. In English as a Foreign Language (EFL) classrooms, verbal questioning plays a vital role in encouraging students to articulate their thoughts, reason through problems, and engage in meaningful dialogue. This study presents a systematic review of over one hundred academic sources—including peer-reviewed articles, educational reports, and case studies—exploring how verbal questioning techniques contribute to the development of HOTS and CTS in EFL settings. The findings point to several effective teaching strategies, along with recurring challenges and ways to address them. The review shows that inquiry-based approaches and collaborative learning tasks can significantly enhance learners' abilities to analyse, synthesize, and evaluate information. Active classroom methods like discussions and role-playing not only help students retain content but also apply it in practical ways. However, several barriers hinder the broader adoption of these strategies, including insufficient teacher training, overemphasis on standardized testing, and limited availability of teaching tools and digital resources. To address these obstacles, the paper highlights the need for continuous professional development, curriculum reforms that integrate CTS components, and greater support in terms of instructional materials and technology access. Together, these steps can help create more engaging and intellectually stimulating environments where HOTS and CTS can thrive.

Keywords:

Higher-Order Thinking Skills (HOTS); Critical Thinking Skills (CTS); Verbal Questioning Techniques; English as a Foreign Language (EFL); Classroom Interaction; Inquiry-Based Learning; Collaborative Learning; Teacher Professional Development

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How to Cite

AlBadi, N. M., Nayan, N. A., & Rahman, N. A. (2025). Higher Order and Critical Thinking Skills in Asking Verbal Questions among English as a Foreign Language Teachers: A Systematic Review. Forum for Linguistic Studies, 7(9), 972–984. https://doi.org/10.30564/fls.v7i9.10709

Issue

Vol. 7 , Iss. 9 (September 2025): In progress

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Review

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Copyright © 2025 Nahed Mohammed AlBadi, Nazrul Anuar Nayan, Norshariani Abd Rahman

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.