Thinking in english and decision making among high school students: a systematic review of the evidence
DOI:
https://doi.org/10.63688/c282c545Keywords:
English as a foreign language, decision-making, critical thinking, high school students, foreign language effectAbstract
Objective: To analyze the available evidence on the relationship between thinking in English and decision-making among high school students. Methodology: A qualitative systematic literature review was conducted following the PRISMA 2020 guidelines. Fifteen scientific studies published between 2020 and 2026 were included according to previously established inclusion and exclusion criteria. The evidence was organized into four categories: foreign-language processing and cognitive effort; critical thinking in English as a Foreign Language education; decision-making and adolescent cognition; and educational context and teaching strategies. Results: The reviewed studies show that processing information in a foreign language may be associated with changes in reasoning, risk perception, moral judgment, and the evaluation of alternatives. English-language learning may also support analysis, inference, argument evaluation, reflection, and source evaluation when activities promote higher-order thinking. However, the effects vary according to language proficiency, cognitive load, task difficulty, age, and educational context. Conclusion: The relationship between thinking in English and decision-making is complex and multidimensional; therefore, its educational use requires strategies adapted to students’ language proficiency and individual characteristics.
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