FOSTERING NON-LINGUISTIC LANGUAGE LEARNERS` CRITICAL THINKING SKILLS VIA NATIONAL UZBEK FAIRY TALES IN READING CLASSES
DOI:
https://doi.org/10.55640/Keywords:
Critical thinking skills, Narrative texts (national fairy tales), non-linguistic language learners, Learner-oriented approach, reading classAbstract
This research aimed to assess the effectiveness of reading short narratives in enhancing the Critical Thinking (CT) skills of English as a Foreign Language (EFL) learners. This focus stems from the widespread presence of narratives in various aspects of human life and the essential role that CT plays in guiding students toward success in both academic and non-academic settings. To achieve this, the study involved 59 undergraduate EFL students majoring in English translation. Ultimately, 54 participants were selected, with 27 individuals assigned to each of the two groups: the narrative group (which engaged with the national fairy tale “Zumrad and Kimmat”) and the control group that did not use narratives. This selection considered the participants' language proficiency and CT skills to ensure group homogeneity.
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