DEVELOPMENT OF CRITICAL THINKING IN LITERATURE CLASSES
DOI:
https://doi.org/10.18485/bells.2025.17.8Keywords:
Critical Thinking, Literature Classes, CT Skills, Dialogue Teaching ModelAbstract
This paper presents a survey conducted with university students about critical thinking, and then proposes several techniques for developing critical-thinking skills and dispositions in a literature classroom. It recommends the best approach and the concrete steps the instructor should implement in order to enhance students’ critical thinking through discussing literary works. It also describes the Dialogue Teaching Model, explains its procedure, and analyses the reason for its effectiveness. Based partly on the answers to the questionnaire, the paper advises what kind of practices should be given the most attention, and how to promote students’ confidence to express their opinions, their ability to correct their point of view after considering others’ judgment, and enthusiasm for learning and understanding their own thinking processes.
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