A Case of Critical Pedagogy to Promote EFL Learners’ Critical Thinking: Flipped Humanities Convergence Class
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To enhance EFL students’ critical thinking (CT) skills and students-centered learning, this study explored how to integrate literacy works into the EFL classroom. For this, a critical literary pedagogy (CLP) was designed that combines three methods; interdisciplinary learning converging literature, language and philosophical ideas to provide various knowledge with linguistic development, self-cognitive learning and the combination of in-and out-classes for self-regulated learning. First, to create the balance between social practice and self-regulation, an SNS-based flipped classroom model using Kakao Talk was adopted, which allowed EFL Korean undergraduates to acquire knowledge about the class content on an individual basis. Then, they participated in critical literacy activities including argumentation in class. While analyzing Thomas Hardy’s Tess of D’Urbervilles along with Foucault’ power relations and discourse, EFL learners could interpret a real world by comparing their own opinions with those of their peers’. Quantitative methodologies were conducted to test the validity of this model on CT-efficacy. The result through a multiple-regressive analysis (R2 = .599) found scaffolding input was a key component to promote CT-efficacy. A CLP model emphasizing scaffolding input, self-cognition and self-regulation showed the potential to maximize CT-efficacy by stimulating students’ self-study and self-monitoring attitudes.
Abstract
To enhance EFL students’ critical thinking (CT) skills and students-centered learning, this study explored how to integrate literacy works into the EFL classroom. For this, a critical literary pedagogy (CLP) was designed that combines three methods; interdisciplinary learning converging literature, language and philosophical ideas to provide various knowledge with linguistic development, self-cognitive learning and the combination of in-and out-classes for self-regulated learning. First, to create the balance between social practice and self-regulation, an SNS-based flipped classroom model using Kakao Talk was adopted, which allowed EFL Korean undergraduates to acquire knowledge about the class content on an individual basis. Then, they participated in critical literacy activities including argumentation in class. While analyzing Thomas Hardy’s Tess of D’Urbervilles along with Foucault’ power relations and discourse, EFL learners could interpret a real world by comparing their own opinions with those of their peers’. Quantitative methodologies were conducted to test the validity of this model on CT-efficacy. The result through a multiple-regressive analysis (R2 = .599) found scaffolding input was a key component to promote CT-efficacy. A CLP model emphasizing scaffolding input, self-cognition and self-regulation showed the potential to maximize CT-efficacy by stimulating students’ self-study and self-monitoring attitudes.
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