This study investigated the impact of integrating extensive reading with reflective logs on fostering critical thinking among non-native English literature students at the University of Mazandaran. Method. Using a quasi-experimental pre-test-treatment-posttest design, combined with content analysis, the research aimed to assess whether this integrated approach enhances critical thinking skills. The study involved 34 students aged 18 to 20, who participated in a semester-long extensive reading program. Students read five long storybooks, maintained reflective logs, and received feedback to improve their critical thinking abilities. Quantitative data were collected through a critical thinking test, which was administered as both a pre-test and post-test. This test assessed skills such as making inferences, drawing conclusions, and evaluating arguments. Qualitative data were gathered through content analysis of students’ reading logs, which captured their reflections and insights. Results. Results indicated a significant improvement in students’ critical thinking skills, with notable gains in their ability to make inferences, draw conclusions, and evaluate arguments. The integration of extensive reading with reflective logs proved to be an effective pedagogical strategy, fostering deeper engagement and critical analysis among learners. Conclusion. The study’s findings highlight the efficacy of combining extensive reading with structured reflection to enhance critical thinking skills in EFL contexts, offering valuable implications for language educators seeking to enrich their teaching methodologies.
