From Passive Recipients to Active Thinkers: Taboo Strategy in ELT

This article investigates the implementation of a thinking skills strategy, Taboo strategy, among first-year non-English majors at a university in China. Through the classroom observation and a student survey, the research exemplifies the stages of implementing Taboo and explores how Taboo influences pedagogy and shifts classroom dynamics from passive towards active interactions. Findings indicate significant improvements in students’ engagement in discussions (reported by 92.1% of participants), active listening, and articulation of ideas. The study also identifies challenges tied to time constraints and resistance to student-centered methodologies in teacher-dominated contexts. Implications for integrating thinking skills strategies within course design and professional development frameworks are discussed.