Deveopment of critical thinking in the L2 literature classroom in Thai higher education : conceptions and pedagogical practices

Abstract

This study investigates conceptions and pedagogical practices of critical thinking skill in the L2 literature classroom in the Thai university. An ethnographic case study was conducted to explore teachers' conceptions and expectations of critical thinking, to identify how teachers' pedagogical practices promote students' critical thinking skills and to what extent they are successful, and lastly to examine Thai students' capacity to think critically in L2 literature course and their awareness of their own capacity. Three kinds of research methods were employed: interview, observation, and document analysis. The findings from the lecturers' interview reveal that all of the interviewees positively respond to the importance of critical thinking and express their expectation towards levels of critical thinking that they would like to see by the end of the students' study in different levels such as application, analysis, synthesis, and evaluation. According to the students' interview, many definitions of critical thinking, which reflect the abilities in three levels of critical thinking skill: comprehension, application, and analysis, are offered. The students are also aware of their own capacity to think critically. They are able to evaluate their own critical thinking ability which ranged from a low to a high level. The findings from classroom observation reveal three activities implemented in two observed literature classes that are relevant to the students', development of critical thinking: lecturing, group discussion, and student presentations. The analysis of the students' written exams in two literature courses reveal that to various extent, the students demonstrate their critical thinking skill in many different levels such as knowledge, comprehension, application, analysis, evaluation, and synthesis.

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