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The study investigates the impact of learner autonomy elements—goal setting, reflective learning, self-efficacy, and decision-making—on critical thinking skills among 76 Libyan university EFL students. Results indicate a strong correlation between critical thinking and reflective thinking and decision-making, while self-efficacy and goal setting show weaker correlations. The research aims to fill gaps in existing literature regarding the relationship between autonomy and critical thinking in EFL contexts.

Author

Hải Yến

Language

EN