PROBLEM-SOLVING TASKS AS A TOOL FOR DEVELOPING INDEPENDENT THINKING IN GRADE 7–8 EFL LEARNERS

Abstract

Fostering independent thinking in secondary school English as a Foreign Language (EFL) education requires students to move beyond merely repeating model responses and to analyze information, explore alternatives, make decisions, and articulate their reasoning. Problem-solving tasks provide a practical framework for this shift, immersing learners in scenarios where a memorized response alone is inadequate, and a solution must be developed. This theoretical and methodological paper explores the potential of p roblem-solving tasks to enhance independent thinking among EFL students in Grades 7 and 8. The paper distinguishes problem -solving tasks from the broader instructional model of problem -based learning, focusing specifically on the task level, where cognitiv e and linguistic challenges can be integrated into regular English lessons. Drawing on studies related to problem -based language learning, critical thinking, learner autonomy, and self-regulated learning, the paper introduces a five-stage methodological cy cle: identifying the issue, analyzing information, generating options, choosing and justifying a solution, and applying the strategy to a new context. It includes examples for instruction in speaking, reading, writing, vocabulary, and grammar. This approac h aims to maintain language -learning goals while enhancing opportunities for independent reasoning. The paper contends that well-structured problem -solving tasks can promote learner autonomy by shifting classroom activities from merely reproducing answers to engaging in decision-making and justification. For learners in Grades 7 and 8, this method should be supported through prompts, language assistance, collaborative dialogue, and a gradual decrease in teacher support.