BEYOND LANGUAGE ACQUISITION: THE ROLE OF PROBLEM-BASED LEARNING IN DEVELOPING LINGUISTIC COMPETENCE AND CRITICAL THINKING IN EFL HIGHER EDUCATION

Abstract

The article examines problem-based learning (PBL) as an approach that extends the goals of English as a foreign language (EFL) instruction in higher education beyond language acquisition towards the parallel development of linguistic competence and critical thinking. Drawing on recent meta-analyses, systematic reviews, and empirical studies, it shows that PBL positively affects university students’ critical thinking and problem-solving skills, while the authentic communicative demands of the PBL cycle create conditions for the integrated use of lexical, grammatical, and discourse resources. A model linking the stages of the PBL cycle with components of linguistic competence and critical thinking skills is proposed, and recommendations for implementing PBL in EFL courses at universities in Uzbekistan are formulated.