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Abstract

Critical thinking is essential in 21st-century education, but its application in English language teaching (ELT) in Indonesia still needs to be better understood. This research examines the understanding and application of critical thinking among prospective ELT teachers in Indonesia. Using qualitative methods with in-depth interviews with three pre-service ELT teachers, this study revealed that prospective teachers understand critical thinking as the ability to analyse, evaluate, and synthesize information. They employ strategies such as group discussions and accurate case analysis to encourage critical thinking but face challenges such as time constraints and variations in student abilities. Findings indicate the need for teacher training programs focusing more on critical thinking skills and providing adequate resources. This research emphasizes the importance of reformulating teacher education curricula and developing effective teaching strategies, contributing to the academic literature and a foundation for practical improvements in ELT in Indonesia. This study's implications are the need to reform teacher education curricula and develop more effective teaching strategies that enhance students' critical thinking abilities. Therefore, this research contributes to the academic literature and provides a foundation for practical improvements in ELT in Indonesia.

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