Active learning has been a curriculum mandate in the Indonesian education system since the 1980s. Nonetheless, practical gaps existed, as evidenced by the dominance of teacher-centered instruction in public schools. The field needs research depicting how active learning works and enhances learning. Thus, we conducted a qualitative case study focusing on one method within active learning pedagogies: cooperative learning. Specifically, we examined how one of its techniques, i.e., Jigsaw, operated and optimized English as a foreign language (EFL) learners' reading comprehension. We involved one EFL teacher and her students in eighth grade. Data were gathered through classroom observations, in-depth interviews, and analysis of instructional documents. Our data analysis revealed some missed steps in the teacher participants' lesson plans, specifically in the main learning activities sections that had the Jigsaw procedures. However, these activities were enacted in the actual classroom use. The teacher participant also modified her lessons to make Jigsaw more effective. Additionally, she tackled challenges that occurred during the process, especially in dealing with low levels of reading comprehension, unmotivated students, and limited time. For effective use of Jigsaw and considerations when making adjustments in classroom practice, we recommend that teachers understand cooperative learning principles and how they manifest in the procedures of the selected technique(s).

This study explores the role of reconstructing reflection in fostering critical thinking and enhancing English language skills among English as a foreign language (EFL) pre-service teacher in Indonesia. It investigates students' self-perceptions, strategies for language development, and real-world applications of English learning. A descriptive qualitative approach, supported by quantitative data, involved 55 pre-service elementary school teachers from a private Indonesian university. Data were collected through weekly open-closed questionnaires via Google Forms over one semester, encouraging reflections on learning processes, challenges, and improvement strategies. Quantitative findings revealed that 87.3% of students felt confident applying English writing and speaking skills. A Pearson correlation (r = .52, p < .05) showed a moderate relationship between self-confidence and post-test scores, highlighting the value of aligning perceived and actual proficiency. However, 23.5% of “Capable” students scored below the mean of 77.13, indicating a need for targeted feedback and formative assessments. Reflective practices played a key role in developing critical thinking, helping students address challenges, refine strategies, and relate learning to real-life situations. Themes such as technology use, collaborative learning, and media exposure emerged as effective tools. Despite positive outcomes, students faced limited confidence and restricted opportunities for practice. This study emphasizes reconstructing reflection as a structured, transformative process for improving learning outcomes. Aligned with the 4R reflection model, it addresses gaps in current practices—often marked by superficial reflection—and offers actionable strategies for promoting critical thinking in EFL settings. The findings support integrating reflection, feedback, and immersive learning to enhance teaching and education.

Integrating critical thinking (CT) into English as a Foreign Language (EFL) instruction has become a pedagogical imperative in higher education, particularly in contexts striving to foster 21st-century competencies. While existing research has largely focused on intervention programs and theoretical models, there is a limited qualitative understanding of how EFL instructors embed CT within the actual teaching of language skills. This study investigates the pedagogical approaches employed by Indonesian university instructors to promote CT in reading, writing, listening, and speaking courses. Guided by the research question: What pedagogical approaches do Indonesian university EFL teachers use to promote CT in the teaching of the four language skills?, the study employed a qualitative research design. Data were collected through semi-structured interviews with eight EFL instructors (two per skill) from three private universities in Jakarta. Thematic analysis revealed four core themes: conceptualizing CT, skill-specific instructional strategies, challenges in implementation, and perceived student development. Findings indicate that while instructors share a strong commitment to CT, its integration is shaped by skill type, student proficiency, and institutional constraints. The study contributes novel qualitative insight into classroom-based CT pedagogy and offers practical implications for teacher education and curriculum design. Limitations include a small, urban-focused sample. Future research should consider broader, comparative contexts and incorporate student perspectives to deepen understanding and applicability.