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FOSTERING NON-LINGUISTIC LANGUAGE LEARNERS`
CRITICAL THINKING SKILLS VIA NATIONAL UZBEK FAIRY TALES IN
READING CLASSES
Ne`matova Zarnigor Jamshid qizi
PhD student of Tashkent State Pedagogical University
Abstract :
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.
Keywords:
Critical thinking skills, Narrative texts (national fairy tales), non-linguistic language
learners, Learner-oriented approach, reading class
As part of the elicitation tasks, participants in the narrative and non-narrative groups were
provided with short texts tailored to their respective categories. Both groups incorporated
communicative reading methods into their course design, emphasizing a learner-centered
approach. Results from the California Critical Thinking Skills Test (CCTST) indicated that the
narrative group achieved better scores than the non-narrative group in both pretest and posttest
analyses, following 12 treatment sessions. Discussions have addressed the possible educational
implications of these findings for language learning and teaching, along with explanations for the
differences in critical thinking skills among the participants.
Critical Thinking
Scholars from various national and cultural backgrounds have long explored the significant role
of critical thinking (CT) in both social and personal realms throughout human history, from
ancient societies to contemporary times (Paul, Elder, & Bartell 1997; Descartes, 2006). It seems
that CT has always been a crucial element of human existence. However, in our fast-paced world,
characterized by rapid scientific and technological advances, the importance of CT has become
even more vital for the younger generation, who need to attain a higher level of education to
effectively tackle complex issues.
This necessity arises from the increasingly complex and refined nature of both educational and
non-educational facets of modern life.
Accessing a vast amount of information online is possible for everyone in just a few minutes,
which can result in a "Analysis paralysis" refers to the difficulty encountered when trying to
choose the best materials from the vast and continuously expanding databases available
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(Davidson, 1996, cited in Halpern, 2003). Multiple studies have highlighted and demonstrated
the value of critical thinking (CT) and critical thinkers (Brookfield, 1987; Facione, 2013; Ferrett,
1997; Halpern, 2003; Kurfiss, 1988; Smith, 2002, among others). Wade (2008) asserts that the
main goal of education is to empower students to think critically when faced with problems,
challenges and misunderstandings.
Facione and Facione (1994) contend that in the contemporary world, it is crucial to master
thinking and study skills. They compellingly note that "students who simply memorize facts
without the ability to analyze information, evaluate implications, assess the validity of arguments,
and explain how they reached their conclusions will find it difficult to succeed in the competitive
economic and political environments of this century and beyond" (1994, p. 3). This underscores
a growing area of research dedicated to the effective integration of critical thinking (CT)
objectives in educational environments, particularly regarding the instruction and learning of
foreign or second languages.
Critical Thinking in English as a Foreign Language/English as a Second Language
(EFL/ESL) Environments
The abundance of resources and interactive teaching methods makes educational environments,
particularly second and foreign language programs, highly conducive to teaching critical
thinking skills. Critical thinking skills can foster self-awareness in EFL learners, helping them
recognize the existing connections between their emotions and thoughts. While thought and
emotion may initially seem distinct, a deeper exploration reveals various forms of
interdependence between the two. The emotional component of language learning is vital to the
overall process; as noted by Paul & Elder (2002), cited in Jose (2013), "learners may bring
learned indifference, irrational fears, acquired hostility, and rigid ideas into the classroom, which
can restrict their learning to superficial levels."
Teachers of second or foreign languages can help students improve their self-understanding and
awareness of their environment by fostering self-awareness. Üstünlüoglu (2004, p. 3) notes that
"Teachers can help students identify their perceptions, assumptions, biases, and values, and
guide them in overcoming old habits to embrace a new viewpoint." By nurturing this self-
awareness, L2 learners may more readily cultivate a positive attitude towards people from their
own culture, develop an interest in the cultural elements of the L2 community, and enhance their
empathy for native speakers of the language.
Alongside the ability to draw conclusions, which is essential for reading comprehension and
critical thinking, the skill of evaluating information is also vital in both domains. The act of
developing hypotheses and analyzing the data within a text fosters a productive cognitive process
that improves understanding and knowledge acquisition (Baretta, Tomitch, MacNair, Lim, &
Waldie, 2009). Grab (2009) states that reading comprehension encompasses a reader's capability
to integrate new information with prior knowledge, comprehend and assess written texts
according to their intended purposes, interpret the author’s perspectives, and synthesize
information from different sources.
Inductive and deductive reasoning are essential elements of critical thinking that serve as
foundational frameworks for generalization, playing a significant role in the learning of both first
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and second languages. Deductive reasoning helps individuals derive specific instances from a
general principle, while inductive reasoning formulates broad laws, rules, or conclusions based
on particular examples. In the context of first language acquisition (FLA) or second language
acquisition (SLA) in natural and informal settings, the inductive approach aids learners in
discovering specific rules and meanings from the information available. This process allows
them to acquire linguistic rules implicitly, without needing explicit instruction.
On the other hand, deductive reasoning offers students clear access to norms and meanings
during language acquisition in a classroom environment, though it necessitates careful attention
to the examples provided (Brown, 2014). This leads to an interesting question: Is a skilled
second language (L2) learner inherently a critical thinker, or is a critical thinker inherently a
skilled L2 learner?
This question invites exploration into the relationship between language proficiency and critical
thinking skills. On one hand, a competent L2 learner might possess strong critical thinking
abilities, which allow them to analyze linguistic structures and contexts effectively. Conversely,
critical thinkers might excel as L2 learners due to their ability to evaluate, synthesize, and apply
knowledge actively. Ultimately, the interplay between these two skill sets can significantly
enhance both language acquisition and critical thinking development, suggesting that fostering
one may benefit the other in educational environments.
Narratives (in the form of fairy tales), non-narratives and Critical Thinking Skills
Iakovos (2011) contends that the ability to think critically does not appear to be naturally
structured or developed, despite Bean's (1996) recognition of it as a skill that can be taught.
Lazere (1987, p. 3) argues that literature, when "properly integrated with rhetoric and
composition," is the only academic field that can comprehensively cover the full spectrum of
cognitive skills now deemed essential for critical thinking. He claims that literature can engage
students in advanced moral reasoning through the use of both literal and figurative language, as
well as intricate syntax and structure. This engagement can enhance their awareness of possible
ambiguities in the world and promote an understanding of the connections between different
perspectives and various elements of form and meaning basicly.
The Current Study
The objective
As mentioned, even though there is a wealth of literature discussing the advantages of utilizing
narratives in EFL/ESL contexts, the effects of this method on enhancing L2 learners' critical
thinking (CT) skills have not been sufficiently examined. It is crucial to select familiar texts for
non-linguistic language learners to aid in their comprehension and engagement. Therefore, this
study was conducted to explore the impact of short narratives used as elicitation tasks on the CT
skills of EFL learners. In this context, the research aimed to address the following questions:
1.
How does the use of short narratives in EFL contexts influence the critical thinking skills
of learners?
2.
Do EFL learners demonstrate a measurable improvement in their critical thinking
abilities when engaging with narrative-based tasks compared to traditional language instruction
methods?
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3.
What specific aspects of critical thinking (e.g., analysis, evaluation, synthesis) are most
affected by the use of narratives in language learning?
4.
How do learners' backgrounds and familiarity with the narratives impact their critical
thinking development during the tasks?
5.
What are the learners' perceptions of using narratives as a method to enhance their critical
thinking skills within the EFL classroom?
By exploring these questions, the study seeks to illuminate the importance of incorporating
narratives in language education and its potential to improve critical thinking among EFL
learners. To provide an objective response to the research questions, the following null
hypotheses
were
established
for
testing:
• The implementation of short narratives as elicitation tasks has no significant impact on the
critical
thinking
skills
of
EFL
learners.
• The implementation of short non-narrative texts as elicitation tasks has no significant impact on
the critical thinking skills of EFL learners.
5. Method
For this study, 59 undergraduate Uzbek-speaking EFL learners (both male and female), aged 19
to 23, who are majoring in English translation at UzSWLU, were invited to participate. Their
language proficiency and critical thinking (CT) skills were assessed using the Oxford Placement
Test (OPT) and the California Critical Thinking Skills Test (CCTST), respectively. The results
of the OPT indicated no extreme scores or outliers. Regarding the CCTST, 54 participants with
scores ranging from 8 to 15, which was approximately one standard deviation (2.88) on either
side of the mean score (11.67), were selected. These participants were then divided into two
intact groups: an experimental group (referred to as the Narrative group) and a control group
(referred to as the Non-narrative group), with 27 participants in each group.
5.2 Instrumentation
he California Critical Thinking Skills Test (CCTST), Form B, was utilized as both the pretest
and post-test. This assessment consists of 34 multiple-choice questions, each followed by four or
five options, enabling test takers to evaluate the fundamental critical thinking skills deemed
essential for baccalaureate general education. These skills include Evaluation, Analysis,
Inference, Deductive Reasoning, and Inductive Reasoning. No specific disciplinary knowledge is
necessary to take the test.
6. Data Analysis and Results
A paired-samples t-test was performed to evaluate the potential changes in the learners' Critical
Thinking Skills Test (CCTST) scores, including the scores for its subscales (Evaluation, Analysis,
Inference, Deductive, and Inductive Reasoning), from the pretest to the post-test within the
Narrative group. The results, shown in Tables 2 and 3, reveal a statistically significant difference
in the mean CCTST scores, with an increase noted from the pretest (M=11.37, SD=2.16) to the
post-test (M=13.48, SD=2.91).The t-test results showed that this difference is significant, with t
(26) = -4.25 and p = .00.
This finding suggests that the use of short narratives as elicitation tasks has a positive effect on
the development of critical thinking skills among EFL learners, as evidenced by their improved
scores on the CCTST after engaging in narrative-based activities. The results underline the
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importance of incorporating narrative methods into language learning to enhance learners'
critical thinking abilities.
7. Conclusions and Implications
This study targeted to examine the potential impact of using short narratives as elicitation tasks
on the critical thinking (CT) skills of EFL learners. The statistical findings underscore that
narrative texts significantly outperform non-narrative texts in facilitating the development of
EFL learners’ CT skills. The results show that, with the use of narratives, critical thinking sub-
skills—such as Inductive Reasoning, Deductive Reasoning, Analysis, and Evaluation—exhibited
statistically significant improvements.
The primary objective of the study was to link the research findings to practical applications in
real EFL educational settings. By doing so, the study intends to inform and enhance L2 learning
and teaching conditions, illustrating the effectiveness of narrative-based methods in fostering
critical thinking among language learners. These insights enable educators to better incorporate
narratives into their curricula, thereby improving both language acquisition and critical thinking
skills in their students.
The current EFL educational system in Iran largely relies on conventional, teacher-centered
methods that emphasize didactic teaching. These approaches can hinder students' learning by
reducing their critical thinking skills and active participation in class. In this setting, students
generally take on a passive role, simply receiving the information given by the teacher without
questioning or analyzing it.
Moreover, the traditional educational model tends to enforce a specific set of values, pushing
students to seek correct answers and follow established interpretations. This adherence to
particular ideologies limits their ability to grow as critical and reflective thinkers, as noted by
Scheffler (1973) and Malone (2008). Consequently, the learning environment restricts
intellectual exploration and discourages questioning of established assumptions. To create a
more effective and enriching EFL educational experience, it is crucial to move beyond these
traditional methods and adopt approaches that encourage critical engagement, such as narrative-
based learning, which can enable students to think independently and creatively.
Considering the advantages of critical thinking skills in second language (L2) learning
environments, the findings of this study could inspire Iranian educational policymakers,
especially those involved in foreign language education. Syllabus designers and EFL educators
can leverage these insights by tackling the issue from both a narrative-focused angle—providing
suitable narrative texts as relevant content—and a learner-centered approach that prioritizes the
enhancement of critical thinking skills within the realm of second/foreign language acquisition
and beyond.
Additionally, the results may raise awareness among EFL teachers about the importance of
critical thinking in language classrooms. As language educators, recognizing the elements of
critical thinking skills can foster a deeper understanding of the diverse nature of language
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teaching. This understanding highlights that there is no one-size-fits-all theory or method that
provides a "magic" solution to cater to the needs of all learners in every situation.
By fostering a deeper comprehension of critical thinking skills, EFL teachers may improve their
teaching methodologies, allowing them to be more receptive to the value of diverse models,
theories, and research findings. This holistic approach may ultimately enrich the educational
experience for L2 learners, equipping them with essential skills for effective communication and
thoughtful engagement in an increasingly complex world.
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