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1

Literature and critical literacy pedagogy in the EFL classroom: Towards a model of teaching critical thinking skills

100%

Bobkina J., Stefanova S.

Studies in Second Language Learning and Teaching

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2016

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vol. 6

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issue 4

677-696

EN

Drawing on the numerous benefits of integrating literature in the EFL classroom, the present paper argues that the analysis of a fictional work in the process of foreign language acquisition offers a unique opportunity for students to explore, interpret, and understand the world around them. The paper presents strong evidence in favour of reader-centered critical reading as a means of encouraging observation and active evaluation not only of linguistic items, but also of a variety of meanings and viewpoints. The authors propose a model of teaching critical thinking skills focused on the reader’s response to a literary work. The practical application of the method, which adopts the critical literacy approach as a tool, is illustrated through a series of activities based on the poem “If” by Rudyard Kipling.

2

Literature and critical literacy pedagogy in the EFL classroom: Towards a model of teaching critical thinking skills

100%

Bobkina J., Stefanova S.

Studies in Second Language Learning and Teaching

|

2016

|

vol. 6

|

issue 4

677-696

EN

Drawing on the numerous benefits of integrating literature in the EFL classroom, the present paper argues that the analysis of a fictional work in the process of foreign language acquisition offers a unique opportunity for students to explore, interpret, and understand the world around them. The paper presents strong evidence in favour of reader-centered critical reading as a means of encouraging observation and active evaluation not only of linguistic items, but also of a variety of meanings and viewpoints. The authors propose a model of teaching critical thinking skills focused on the reader’s response to a literary work. The practical application of the method, which adopts the critical literacy approach as a tool, is illustrated through a series of activities based on the poem “If” by Rudyard Kipling.

3

Complementarity of Reading from Paper and Screen in the Development of Critical Thinking Skills for 21st-century Literacy.

88%

Ślęzak-Świat A. M.

Theory and Practice of Second Language Acquisition

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2019

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vol. 5

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issue 2

75-93

EN

The skill of reading undergoes dramatic changes due to the change of reading interface readers are exposed to. Readers who want to be active participants of knowledge society need to perceive it as more than just a receptive skill. The study aims to assess the condition of homo legens, diagnose what kind of reading interface preferences characterize 21st-century readers, how they respond to texts considering reading both digitally and in print, accepting or viewing critically the underlying ideology of the text. The analysis of the collected data attempts to determine if the reported preferences are conducive to the development of critical thinking skills for 21st-century literacy, which include understanding complex ideas, evaluating evidence, weighing alternative perspectives and constructing justifiable arguments.

4

Cultivating Critical Thinking in Literature Classroom Through Poetry

75%

Azizi M., Azizi N., Lewandowska E., Majda P., Gosteva Y. N.

Journal of Education Culture and Society

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2022

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vol. 13

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issue 1

285-298

EN

Aim. The development of learners' CT is considered to be one of the most important skills in today’s fast pacing world. It has also been regarded as the mainstay of and an important component of literature teaching. However, this is one of those areas that was overlooked mainly in eastern culture in general and in the EFL classrooms in particular. Methods. To this end, to foster learners' critical thinking skills, a poetry program was specifically designed to draw learners’ attention towards the significance of CT. Through a case study approach, a poetry program with a focus on culture-specific information was incorporated into the course. Four female students were engaged in a number of tasks in which they gradually learned to think critically through reflecting on and evaluating the assigned poems. A checklist was generated and used to observe and rate students’ CT before and after the intervention through teacher diaries. Results and conclusion. Analysis of the case study data indicated that students’ CT had improved and they developed good critical habits as a result of their involvement in the intervention. Thus, it was concluded that poetry could be regarded as a useful and effective source for developing critical thinking skills among students.

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2 Studies in Second Language Learning and Teaching

1 Journal of Education Culture and Society

1 Theory and Practice of Second Language Acquisition

1 2022

1 2019

2 2016

2 Bobkina J.

2 Stefanova S.

1 Azizi M.

1 Azizi N.

1 Gosteva Y. N.

1 Lewandowska E.

1 Majda P.

1 Ślęzak-Świat A. M.

Literature and critical literacy pedagogy in the EFL classroom: Towards a model of teaching critical thinking skills

Literature and critical literacy pedagogy in the EFL classroom: Towards a model of teaching critical thinking skills

Complementarity of Reading from Paper and Screen in the Development of Critical Thinking Skills for 21st-century Literacy.

Cultivating Critical Thinking in Literature Classroom Through Poetry