Developing Critical Thinking through Literature Reading

Abstract

Developing critical thinking skills and critical thinking disposition in college students has been set as a primary goal in higher education for decades. Recently it has become more urgent in implementing this goal to enhance students’ employability in the fast-changing workplace. This study investigated the efficacy of developing_x000D_ critical thinking through literature reading. A few strategies are incorporated into the course design: reading comprehension pop quizzes, learning log, group presentations, guided in-class discussion with Socratic questioning skills and individual essay-question reports. Students took the pretest and posttest (California Critical_x000D_ Thinking Skills Test) and a self-assessed questionnaire and then scheduled an individual interview with the teacher. Finally, a few findings were located: 1) literature reading helped those who scored low in the pretest improve their overall critical thinking skills, particularly those in analysis; 2) students’ English proficiency did not relate to their performance in both the pretest and posttest; 3)some students were assertive they tended to show more disposition toward critical thinking than ever but this needs a follow-up longitudinal study with a standardized measure to assess_x000D_ the efficacy in this respect; 4) Students found guided in-class discussion more effective than other student-directed activities in developing critical thinking.