Table of contents Abstract 1 Statement of Intent

Literature Review
“Critical thinking is thinking about your thinking while you’re thinking in order to make your thinking better.”—Richard W. Paul

Introduction:

Critical thinking has been identified as an important skill that is needed in a variety of contexts, including education, the workplace, and everyday life. Authentic materials, which are materials that are taken from real-life contexts, have been found to be effective in improving critical thinking skills. This literature review aims to examine the existing research on the use of authentic materials for improving critical thinking skills. Authentic materials are materials that are taken from real-life contexts, such as newspaper articles, advertisements, and videos. Authentic materials have been found to be effective in improving critical thinking skills because they provide learners with an opportunity to engage with real-life situations and problems. Learners are able to analyze and evaluate the information presented in authentic materials, and use their critical thinking skills to draw conclusions and make decisions.

Critical thinking is a complex cognitive process that involves analysis, evaluation, interpretation, and inference. It is an essential skill that helps individuals to make informed decisions, solve problems, and communicate effectively. In the field of education, critical thinking is considered a fundamental skill that is essential for success in academic and professional settings. This literature review focuses on the use of authentic articles as a means to enhance the critical thinking skills of B1 level students. The review begins by discussing critical thinking as a complex process that involves cognitive, metacognitive, and affective dimensions. It then examines the benefits and challenges of using authentic articles to improve learners' critical thinking skills. Finally, the review concludes with a discussion of the methodology, results, and implications of the reviewed studies.

Critical think
A search for the term "critical thinking" reveals some implied meanings within philosophical and psychological frameworks, but the term in the general sense has no definite meaning. “Critical” comes from the Greek word kritikos, meaning “to judge,” and arose from the way analysis and Socratic reasoning at the time encompassed thinking (McGregor, 2007). A type that spreads in the languages ​​of the world (Hançerlioglu, 1996). According to Critical Thinking Cooperation (2006), critical thinking is a skill beyond memorization. When students think critically, they are encouraged to think for themselves, challenge hypotheses, analyze and synthesize events, formulate new hypotheses and take them a step further, and test them against facts. Questions are the foundation of critical thinking, the source of knowledge formation, and should be taught as the framework for all learning. Students often have their approach to learning adjusted by teacher-led, textbook-oriented classroom experiences (Sharma & Elbow 2000). This situation is a touchy case for modern educators and for this reason they want to choose the latest models and methods that guide their students to think more effectively. Critical thinking occurs when students analyze, evaluate, interpret, or synthesize information and use creative thinking to form arguments, solve problems, and reach conclusions. The goal of critical thinking is to promote independent thinking, personal autonomy, and sound judgment in thought and action. This includes her two related dimensions:

1. the ability to argue well and

2. Willingness to do so.
Critical thinking includes both logic and creativity. It includes inductive and deductive reasoning, analysis, problem solving, and creative, innovative, and complex approaches to solving problems and challenges.