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Abstract
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This mixed-methods study explores the relationship between critical thinking and agency in English language learning and teaching, employing a discourse analytic perspective. By examining the discursive practices of teachers and learners in language classrooms, this research reveals how critical thinking is fostered and negotiated through language use. The study combines quantitative surveys and qualitative discourse analysis to investigate how teachers' and learners' critical thinking abilities influence their agency in language learning and teaching. The findings highlight the crucial role of critical thinking in empowering language learners and teachers to take ownership of their learning and teaching processes. The study's outcomes have implications for language teaching methodologies, emphasizing the need to integrate critical thinking skills into language instruction to promote learner autonomy and teacher agency.
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