Demmene Debbih, ImeneArrouf, SamiraGurfi, Samira2018-10-312018-10-312018http://hdl.handle.net/123456789/5941The awareness about the implementation of critical thinking as language pedagogy has started recently, research on CT has been broadly carried out in many fields of knowledge, however, English as a foreign language (EFL) has not been a part of the dissection, and it consequently requires fulfilling investigations. Therefore, efforts have been made to seek an appropriate way to develop CT in EFL university classes. Accordingly; we hypothesized that the "One Minute Paper" classroom assessment technique has a positive effect on boosting student's CT and applicable to EFL university classrooms. A quasi-experimental design has been proceeded to reach the aim of our study. 40 second year license students of English at El Arbi Ben Midi University were the sample of our study. They were divided equally into control and experimental group; the latter received a treatment period in the linguistic module using the OMP while the control group was exposed to the same treatment from the same teacher accept there was no implementation of the assessment technique. We relied on the Watson Glaser CT appraisal as an instrument in the pre-test and the post-test to evaluate their ability to think critically. The results have confirmed statistically, the positive effect of the OMP on students' CT. In view of that, teachers may make use of this technique in the daily classroom activities in order to help their students to advance their ability to critically think. However; there existed some limitations in this study are also mentioned, additionally, implications for future research are suggested.enCritical thinkingClassroom assessment techniqueOther