In the globalization era when the world has become more interconnected, English is more socio-politically acceptable as symbolic capital worldwide. From this perspective, language learning does not only cover acquisition of appropriate rules of usage, but also mastery of multiple discourse and texts (Luke, 2000) or what the New London Group (1996) called “multiliteracies.”

This paper examines how critical thinking-based EFL lessons facilitate students learning in the content areas and language development. The presentation will focus on the preliminary findings from a larger qualitative study on the teaching practice of critical thinking-based EFL lessons at the tertiary level. Data will be collected through a) classroom observations, b) interviews, and c) collection of relevant documents. The findings will focus on data pertaining to students’ reflections, coupled with their language performance toward this particular teaching practice. The findings provide suggestions on how EFL teachers can help prepare a global citizen in responding to social challenges in a knowledge-based society of the 21st century.