Literary Texts and Critical Thinking
The purpose of this study was to investigate the impact of using literary and non-literary texts as supplementary reading in a class focusing on critical thinking. The study used a pretest-posttest, experimental design with a quantitative design. Thirty advanced level students participated in this 20-session study. The students were matched according to their previous term grades in English, and assigned randomly to an experimental and a control group. The experimental group read literary texts; short stories, as supplementary reading while the control group read non-literary texts as supplementary reading. The teaching method for these two groups was similar. Quantitative results from a t-test analysis showed the development of critical thinking ability in both experimental and control groups. However, when the gains between pre and posttests between the two groups were compared, the results revealed significant differences. The experimental group performed much better than the control group in the post-test phase.
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