Employing Employing Literature Circles Strategy to Develop Iraqi EFL Students' Critical Thinking

Employing Literature Circles Strategy to Develop Iraqi EFL Students' Critical Thinking

Abstract

Critical thinking (CT) is a mental process associated with a self-involved, self-regulated, and self-remedial thinking which implies complicated self-presumed actions to proficiently resolve problems and dictates values of governance. In this sense, CT can be employed to help learners better understand language problems and find efficient solution to them. One updated technique of teaching language is through the utilization of literature circles (LCs). LCs can be employed to encourage learners’ awareness and assist them develop productive skills. Thus, this paper intends to explore the application of LCs to develop Iraqi EFL students’ critical thinking in both reading and writing skills. A sample of 60 3^rd year students, of Al-Farahidi University, College of Education, Department of English, are selected and distributed into two groups: experimental (receiving teaching through LCs strategies) and control (receiving traditional teaching).  The paper utilizes two instruments: test (pre-test and post-test) and sessions for teaching LCs. The paper infers that LCs strategy can be applicable in augmenting students’ CT in both reading and writing. Through enjoyable and cooperative settings in LCs, students are able to critically deduce, rationalize and assess what they read and write. CT can help they solve problems, construct hypotheses and make decisions.