Encouragement of Critical Thinking Through Literary Circles in EFL Instructional Settings: An Exploratory Study

Abstract

The current research is an enlightening study of literary circles as an active instruction tool to develop critical thinking in English as a Foreign Language (EFL) classroom. While integrating existing research into theoretical strengths, this study reflects that student-led book discussions engender EFL students to polish their analytical skills rigorously with robust evaluative judgment and deep reflection capabilities. This study examines the fundamental elements of literature circles, such as role definitions, interactive dialogue, and reflective techniques, that demonstrate their alignment with the growth of critical thinking. Language competency, cultural factors, and resource differences are significant challenges the research recognizes during the implementation process across various EFL educational settings. Because of their skillful execution, literature circles provide a unique learning environment where students are encouraged to challenge their core beliefs, embrace different points of view, and use their mental energy to produce substantial concepts. Despite contextual constraints, this study concludes with a broad recommendation for EFL instructors and specialists to create tailored approaches that optimize the impact of literature circles. By showing how teaching language and encouraging critical thinking go hand in hand, its contribution broadens our understanding of cutting-edge EFL teaching techniques.