Cultivating Critical Thinking at the University Level The case of Second Year EFL English Department Students, Laghouat, Algeria

Abstract

Creating a scenario that attempts to foster critical thinking at the university level is the primary goal of this study. This is why the researcher chose a scenario that examines how well the Reader Response approach (RRA) to literary texts fosters critical thinking skills in EFL university students. Critical thinking has been widely acknowledged as a crucial 21st century skill and as one of the most significant indicators of students' learning quality. It is believed that teaching this ability is crucial for all grade levels. One of the main objectives of higher education is to help students develop their critical thinking skills. Furthermore, literature plays a significant role in the curriculum at every level of language instruction, Literary texts are intended to help pupils develop their critical thinking abilities in addition to their reading comprehension and appreciation of poetical language. Therefore, the current study attempts to determine whether using a different approach to literary texts aids in developing students' critical thinking abilities. For this purpose, a series of research questions and hypotheses have been laid to steer the investigation. The study's subjects are Algerian university students who were randomly assigned to one of two groups—the experimental RRA training group or the control group—and the work is experimental in nature. A correlation analysis has been conducted to examine the critical thinking proficiency of the students. The Cornell Critical Thinking Skills Test (CCTST) and the Nelson Test Dadkhah were given both before and after the experiment. Additionally, both student groups completed an exit test at the conclusion of the study after being asked to interpret a literary text as an admission test. Additionally, participants filled out a pre-experiment questionnaire at the start of the study, and students in the experimental group participated in an interview at the conclusion. The RRA is used to teach literary texts for ten weeks in total during the project. Both test results and questionnaire replies have been compared, with the interview responses taken into consideration. According to the research findings, there is a causal relationship between the proposed scenario (RRA) and the probability that it will significantly improve the critical thinking abilities of the research sample. Teachers and course planners may find the research findings useful in developing a successful EFL literature course. It may be seen as an initial stage in the design of a course for EFL students that helps promote critical skills and self-development.