Acquiring a second language is challenging for ESL (English as a Second Language) learners. Progress in language acquisition can be slowed down by unfavorable emotional states such as frustration, anxiety, and self-doubt. Developing thinking abilities such as Metacognition, Cognitive flexibility, and Critical thinking (MCC) can assist language learners in reducing the effect of negative emotions and achieving success in their language learning endeavors. Learners can reflect on their learning process and improve their learning tactics when they have metacognitive awareness. Learners with cognitive flexibility can accommodate many grammatical rules, vocabulary, and cultural norms of the language they are studying. Skills in critical thinking give learners the ability to assess and evaluate the content of the target language and build a comprehensive grasp of the cultural contexts in which it is used. By strengthening the thinking skills mentioned above, learners can become more self-assured, productive, and successful in language learning. The present case study involves 15 engineering learners with low speaking proficiency in English. This study uses language tasks focusing on emotion regulation and thinking skills to improve the learners’ speaking proficiency.