An experimental study on enhancing critical thinking through a literature-based critical thinking programme in the department of english language and literature at Karadeniz Technical University

Abstract

The present study was conducted to improve the present critical thinking situation in literature courses in the Department of English Language and Literature at Karadeniz Technical University through a literature- based critical thinking programme. Accordingly, the study also attempted to find out the critical thinking situation in literature courses in the department. Two experimental groups; namely, 47 freshman attending the Introduction to English Literature course and 34 senior attending the Literary Criticism course consisted of the sample group of the study. To identify the present critical thinking situation in the mentioned literature courses, the data were collected through a pre-student questionnaire, a pre-instructor interview, observation and the Cornell Critical Thinking Test (pre-test). After learning about the current critical situation, one group pre-test ?post- test design was implemented in which two experimental groups were exposed to a literature-based critical thinking programme for seven weeks. After the implementation, the students were again tested by the Cornell Critical Thinking Test (post-test) to see if there was a difference between their pre and post critical thinking scores. Moreover, to learn about students? and instructors? reflections on the literature-based critical thinking programme, a post- student questionnaire was administered to the students and a post- instructor interview was conducted in which the instructors of the experimental groups were asked about their insights into the implemented critical thinking activities. The results of the preliminary study reflected that the current critical thinking situation in literature courses should be improved in the department. Accordingly, a literature-based critical thinking program was implemented in the experimental groups after which a significant difference was found between the pre-test and post-test critical thinking scores of both experimental groups. Furthermore, post-student questionnaire and postinstructor interview revealed that both students and instructors had very positive ideas about the implemented critical thinking programme. The students expressed that the activities were original and thought-provoking that gave them a chance to produce new ideas and made literature courses more enjoyable. The instructors reflected that the critical thinking activities raised students? interest in the courses and thereby increased the class participation that turned their classrooms into a more student-centered atmosphere and the literature instruction into a more active process.