Abstract
The significance of teaching critical thinking and the teachers’ role in helping students to think critically in their classes have received significant attention since the turn of the 21st century. In this paper, a CLIL (Content and Language Integrated Learning) -based project will be examined. This CLIL project has students critically review their textbook’s explanation regarding Japanese onomatopoeia by collecting and categorizing their own collected Japanese onomatopoeias. The objectives of this paper are to investigate (1) how students thought critically during this project, (2) how students’ attitudes toward critical thinking changed through this project, and (3) how this CLIL-based project encouraged students to think critically.
