DEVELOPING CRITICAL THINKING SKILLS IN LAW STUDENTS THROUGH LANGUAGE TASKS
Keywords:
critical thinking; Legal English; law students; task-based learning; argumentation; higher-order thinking.Abstract
This article investigates the role of language-based tasks in fostering critical thinking skills among law students within Legal English instruction. Drawing on established theoretical frameworks in critical thinking and second language acquisition, the study argues that structured pedagogical tasks- such as case analysis, legal argumentation, and problem-solving- serve as effective tools for developing higher-order cognitive abilities. A qualitative classroom-based study was conducted with undergraduate law students to examine how task-based learning influences analytical reasoning. The findings reveal that language tasks can enhance students’ abilities in interpretation, evaluation, and inference. The study contributes to English for Specific Purposes (ESP) pedagogy by proposing a structured framework for integrating critical thinking into Legal English curricula.
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