Guerniche, MariemEl-mechta, Lamia2025-06-292025-06-292025-06-12EISSN 2507-721Xhttp://ddeposit.univ-alger2.dz/handle/20.500.12387/9011In the context of 21st century education, fostering critical thinking skills has become a cornerstone of higher education, particularly in EFL settings. This study investigates the metacognitive dimension of critical thinking, focusing on self-regulation skills encompassing self-examination and self-correction subskills. Conducted with Master 1 EFL learners of Applied Linguistics at Mentouri University, Constantine 1, the research aims to assess students’ self-regulation abilities, compare their self-perception with their actual performance, and provide insights into their reflective reasoning processes. Using a quantitative approach, the study employed a test based on Facione’s (1990) critical thinking model, divided into two sections: a self-assessment Likert scale and multiple-choice questions measure. The findings revealed a moderate level of self-regulation among participants, with noticeable discrepancies between self-assessed abilities and actual performance. The study concludes with recommendations for pedagogical interventions aimed at improving students’ self-regulation skills and calls for further research to explore longitudinal and qualitative dimensions of self-regulated critical thinking.enAttribution-NonCommercial-NoDerivs 3.0 United Stateshttp://creativecommons.org/licenses/by-nc-nd/3.0/us/critical thinkingself-regulationmetacognitionEFL settingsAlgerian higher educationArticle