Technology-Mediated Discovery Learning: Enhancing Critical Thinking in EFL Classrooms through Mentimeter

Abstract

Recent developments in English language education emphasize the importance of helping students think critically rather than simply memorizing language forms. In response to this shift, this study explores the use of Technology-Mediated Discovery Learning to support students’ critical thinking and classroom participation in an EFL context. The teaching practice was conducted during a microteaching session in which Mentimeter was used to facilitate interactive discovery-based activities. Students were presented with visual representations of common online situations and asked to observe the images, determine whether each was safe or unsafe, and explain their reasoning in simple English. The lesson was organized into three stages: guided observation, collaborative reasoning, and spoken explanation. Through these stages, students analyzed visual information, shared their ideas, and responded to different viewpoints during classroom discussion. As a result of this lesson, students demonstrated improved ability to articulate reasons for their safety judgments, increased willingness to express opinions, and greater confidence in justifying their choices. The experience showed that integrating digital tools with discovery learning can create a more engaging learning environment. Students appeared more willing to participate and gradually became more confident in expressing their opinions and explaining their choices. However, several technical limitations, particularly unstable internet connections, affected the display of some responses. This suggests that teachers need to prepare alternative strategies when integrating digital tools into classroom activities.