Besides language competence, international students must develop a systematic approach to processing information and follow up with co-construction of the knowledge acquired. Critical thinking is a crucial principle commonly required in North American universities for evaluating academic texts. This practice may present certain difficulties for English-as-an-additional-language (EAL) students, as they may be influenced by cultural norms accepted in the academic environment of their home country or by dissimilar approaches to evaluating academic texts. This article discusses our classroom experience with assisting EAL students, predominantly from China and Saudi Arabia, in developing critical thinking skills; however, the operational model offered may also be useful with students from other cultural backgrounds.