Promoting critical thinking among EFL learners of higher education through merging philosophical theories in literary texts' analysis

Abstract EN

In recent times, notorious debates have been raised about adequate teaching and learning strategies that aim to foster the quality of critical thinking among learners of English as a foreign language within the context of higher education.

the interplay between critical thinking and literary criticism plays a quintessential role in enhancing the EFL learners quality of learning, especially when combined with philosophy.

therefore, this paper discusses the importance of embedding literary texts as an input to EFL learners syllabus in order to ignite their sense of criticality through creating relatable problematic situations.

it also offers an overview about the implication of philosophical theories to excavate implicit meanings in any selected material pertaining to literature.

after examining different teaching approaches and notions related to blooms taxonomy and metacognition, this paper concludes that literary texts that express philosophical views are indeed of a notable importance in enhancing the students holistic process of language acquisition.

they contribute in elevating their criticality through problem solving activities that enrich their vocabulary, lexis and above all their critical thinking skills.