摘要：This study examines the learning outcomes of selected English textbooks at the cognitive level. The aim of the present study is to explore the levels of criticality in the learning outcomes of compulsory English textbooks (Grade 6-10) published by the Punjab Board, based on which their activities and exercises are designed. Learning outcomes of compulsory English textbooks (Grade 6-10) were analyzed following the Critical Thinking Evaluation Model (CTEM). Post-use evaluation of the learning outcome of compulsory English textbooks (Grade 6-10) has not been carried out yet. To fill this gap, selected English textbooks were evaluated in terms of their critical thinking skills based learning outcomes. The evaluated textbooks were selected through stratified sampling. A mixed-method approach including both qualitative and quantitative data analysis was used to make findings more reliable and valid. Exploratory research design was adopted to explore the levels of criticality in compulsory English textbooks (Grade 6-10). The totality of results showed that the ‘implementation’ level of CTEM was the most frequent among the learning outcomes. The second most frequent level of criticality was ‘background knowledge’ and the third most frequent was ‘apprehension’. ‘Anatomization’ and ‘creativity’ levels of criticality appeared less frequently among the learning outcomes of compulsory English textbooks, while the ‘conceptualization’ level of CTEM was the least frequent. It was found that the learning outcomes of compulsory English textbooks (Grade 6-10) were not designed to enhance critical evaluation and self-directed learning. The results are beneficial for textbook designers, textbook evaluators, examiners, paper setters, teachers, students, and teacher trainers. This study contributes to the development of the English language teaching system in public schools. Keywords: CTEM (Critical Thinking Evaluation Model), English textbooks, learning outcomes
