The purpose of this study was to investigate the development of critical thinking skills in EFL university students engaged in intensive reading activities. A mixed-method approach was employed, combining qualitative and quantitative data. The study was conducted in two action research cycles, focusing on the design and implementation of critical reading tasks. Data were collected through self-assessment forms, video recordings, focus group interviews, and field notes. The results highlight the significance of well-structured critical thinking activities in enhancing students' disposition to think critically, ultimately contributing to their academic and professional growth.