Promoting Autonomy and Critical Thinking via Literature Circles Strategy in EFL Context. The Case of Third Year UHBC Students of the Department of English

Abstract

Recent educational trends place an emphasis on developing students' higher-order skills in order to foster lifelong learners in a variety of fields, including EFL contexts. Within the domain of literature education, significant transformations have occurred to align with evolving teaching methodologies. This shift is particularly pronounced as literature has demonstrated its efficacy in nurturing essential skills such as critical thinking. Consequently, numerous studies have demonstrated the efficacy of literature circles as a collaborative technique for improving students' comprehension of literature. Thereby, it is vital to evaluate the effectiveness of this method in creating an autonomous learning environment for EFL learners and improving their critical thinking skills. Based on this, the current thesis assumes that collaborative tactics have tremendous potential to improve the educational experience. However, the usefulness of such tactics in Algerian universities Chlef University as a case remains an open subject. Therefore, this research focuses on examining the relevance and efficacy of literature circles in fostering autonomy and critical thinking in EFL classrooms. To evaluate the effectiveness of literature circles, an exploratory sequential mixed-method approach was employed, with three research instruments were used. A classroom observation, which took place in the department of English at the University of Chlef. In the same settings, a questionnaire was administered to seventy third-year students. To gain a deeper understanding of the teaching practices of literature, and a semi-structured teachers’ interviews in the same department. The results show that literature teaching in the English department at Chlef University is more likely to be learner-centered. It also demonstrates that the use of literature circles is present. The findings also show that, while critical thinking does not appear to be a component, it is present in the teaching of literature through group discussions. Furthermore, participants demonstrate a high level of autonomy by delegating their discussions using technological devices. Following the findings, the researcher suggests increasing the use of technology in LCs to meet the needs of 21st century learners.