This study explores the role of reconstructing reflection in fostering critical thinking and enhancing English language
skills among English as a foreign language (EFL) pre-service teacher in Indonesia. It investigates students' self-perceptions,
strategies for language development, and real-world applications of English learning. A descriptive qualitative approach, supported
by quantitative data, involved 55 pre-service elementary school teachers from a private Indonesian university. Data were collected
through weekly open-closed questionnaires via Google Forms over one semester, encouraging reflections on learning processes,
challenges, and improvement strategies. Quantitative findings revealed that 87.3% of students felt confident applying English
writing and speaking skills. A Pearson correlation (r = .52, p < .05) showed a moderate relationship between self-confidence and
post-test scores, highlighting the value of aligning perceived and actual proficiency. However, 23.5% of “Capable” students scored
below the mean of 77.13, indicating a need for targeted feedback and formative assessments. Reflective practices played a key role
in developing critical thinking, helping students address challenges, refine strategies, and relate learning to real-life situations.
Themes such as technology use, collaborative learning, and media exposure emerged as effective tools. Despite positive outcomes,
students faced limited confidence and restricted opportunities for practice. This study emphasizes reconstructing reflection as a
structured, transformative process for improving learning outcomes. Aligned with the 4R reflection model, it addresses gaps in
current practices—often marked by superficial reflection—and offers actionable strategies for promoting critical thinking in EFL
settings. The findings support integrating reflection, feedback, and immersive learning to enhance teaching and education.
Keywords: Critical thinking, Indonesia, language skill development, pre-service teachers, reconstructing reflection.