VietTESOL International Convention 2026

Much research has indicated that unstructured use of large language models (LLMs) can reduce learners' cognitive and metacognitive engagement, while uncritical acceptance of AI-generated results diminishes perspective diversity and increases biased thinking. In the context of rapidly increasing LLM adoption in education, particularly in English language teaching in Vietnam where the goal is to establish English as a second language, designing classroom activities to develop critical thinking is urgent. Although considerable research has been conducted using Bloom's Taxonomy and the Toulmin Model separately, limited research has integrated these two frameworks for this purpose. This study proposes a classroom activity framework applying Bloom's Taxonomy and the Toulmin Model to develop critical thinking in productive skills (writing and speaking). Bloom's Taxonomy guides activity design from lower-order thinking to higher-order thinking, while the Toulmin Model ensures students construct arguments with clear structure and profound reasoning through a systematic process including claim, evidence, warrant, backing, and rebuttal. This activity framework provides teachers and learners with a tool to integrate critical thinking development into writing and speaking activities while reducing students' passive reliance on AI.