The Motivational and Psychological Factors to Encourage Critical Thinking Through Enjoying English Literature : The Case of First Year English Students at Kasdi Merbah University, Ouargla

Abstract

The present study examines the motivational and psychological factors that encourage first year LMD students to think critically through reading literary texts. To achieve this aim, the researcher opted for a descriptive method in the most phases of field work. Both quantitative and qualitative approaches are used to explore the teaching of critical thinking skills in higher education level. An interview was administered with three teachers from the department of English at Kasdi Merbah University, Algeria, Ouargla during the academic year 2016/2017.The sample of the interview tool was chosen according to the purposive sampling which focuses on the literature teachers. The interview aimed to explore the teachers‘ perceptions towards the teaching of critical thinking skills for higher education students. A questionnaire was conducted on 60 students of first year LMD students out of 220 registered in the department of English. The students were selected randomly to respond the questionnaire. The questionnaire‘s aim was to elicit the students‘ perceptions towards the teaching of critical thinking skills during the literature class. A classroom observation was used to observe the motivational and psychological factors that influence the teaching of critical thinking as a skill in an EFL classroom. The findings indicate that teaching critical thinking skills is not integrated in the official curriculum as a fundamental teaching skill. Teaching critical thinking through the literary texts needs more focus on the teaching of critical thinking concepts for both teachers and students to be used effectively in the appropriate way.