Abstract:
The aim of the present study is to explore the role of classroom discourse in enhancing students' critical thinking skills. Specifically, it attempts to shed light on the techniques used by teachers to promote critical thinking in EFL classrooms. To reach our objective, we opted for a qualitative research design using overt participant observation. Moreover, interviews were conducted with students and their teachers. The data were collected from third year LMD students and their teachers at the Department of English of the University of Béjaïa during the academic year of2017/2018. The results reveal that classroom discourse plays a crucial role in promoting critical thinking skills among EFL students
