Teaching critical thinking through English literature: a task-based approach for ESL learners

Lobar Jumaniyazova

doi:10.47689/2181-3701-vol3-iss6/S-pp293-300

Lobar Jumaniyazova Student, Uzbekistan State World Languages University

DOI

https://doi.org/10.47689/2181-3701-vol3-iss6/S-pp293-300

Keywords

сritical thinking , task-based learning , English literature , ESL instruction , language teaching , learner autonomy , cognitive skills

Abstract

This article explores how English literature can be used as a tool for developing critical thinking skills in ESL (English as a Second Language) classrooms through a task-based approach. In contemporary language education, the importance of fostering higher-order thinking skills has become increasingly recognized (Facione, 2015; Brookfield, 2012). However, many ESL contexts still focus primarily on grammar, vocabulary, and test preparation, often neglecting the cognitive benefits of literary engagement. Literature—especially short stories, plays, and poetry—naturally provokes interpretation, analysis, and discussion, making it an ideal resource for critical thinking development (Lazar, 2008; Maley, 2010). Task-based learning (TBL) provides a flexible and student-centered framework to design activities around literary texts, encouraging learners to infer meaning, justify opinions, and evaluate characters or themes (Ellis, 2003). Drawing on current pedagogical theory and published research, this article argues for a more integrated use of literature in ESL to cultivate not only language competence but also intellectual autonomy and reflective thinking.

References

Aliakbari, M., & Sadeghdaghighi, A. (2013). Teachers’ perception of the barriers to critical thinking. Procedia - Social and Behavioral Sciences, 70, 1–5. https://doi.org/10.1016/j.sbspro.2013.01.030

Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals. Longmans, Green.

Chou, P. N. (2016). The effects of literature-based instruction on ESL/EFL students’ critical thinking. International Journal of Teaching and Education, 4(2), 1–17. https://doi.org/10.20472/TE.2016.4.2.001

Facione, P. A. (2015). Critical thinking: What it is and why it counts (2015 update). Insight Assessment. https://www.insightassessment.com

Gelen, İ., & Özer, B. (2017). A study on critical thinking tendencies and factors affecting them. Journal of Education and Learning, 6(2), 43–52. https://doi.org/10.5539/jel.v6n2p43

Lazar, G. (1993). Literature and language teaching: A guide for teachers and trainers. Cambridge University Press.

Ministry of Preschool and School Education of the Republic of Uzbekistan. (2022). National curriculum for foreign languages in general secondary education. Tashkent: MoPSE.

Paul, R., & Elder, L. (2014). The miniature guide to critical thinking: Concepts and tools (7th ed.). Foundation for Critical Thinking.

Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press.

Sulaimon, A. A. (2021). Task-based learning: A review of the theoretical and empirical literature. Asian Journal of Education and Social Studies, 22(1), 15–23. https://doi.org/10.9734/ajess/2021/v22i130531

Ur, P. (2012). A course in language teaching: Practice and theory (2nd ed.). Cambridge University Press.

Zainuddin, S. Z., Pillai, S., & Mokhtar, M. I. (2019). Enhancing critical thinking skills through literature-based instruction: A Malaysian context. Journal of Language and Linguistic Studies, 15(1), 262–275. https://www.jlls.org/index.php/jlls/article/view/1121

Downloads

88 23

Published

2025-06-25

How to Cite

Jumaniyazova, L. 2025. Teaching critical thinking through English literature: a task-based approach for ESL learners. Foreign Linguistics and Lingvodidactics. 3, 6/S (Jun. 2025), 293–300. DOI:https://doi.org/10.47689/2181-3701-vol3-iss6/S-pp293-300.