Teaching critical thinking through English literature: a task-based approach for ESL learners

This article explores how English literature can be used as a tool for developing critical thinking skills in ESL (English as a Second Language) classrooms through a task-based approach. In contemporary language education, the importance of fostering higher-order thinking skills has become increasingly recognized (Facione, 2015; Brookfield, 2012). However, many ESL contexts still focus primarily on grammar, vocabulary, and test preparation, often neglecting the cognitive benefits of literary engagement. Literature—especially short stories, plays, and poetry—naturally provokes interpretation, analysis, and discussion, making it an ideal resource for critical thinking development (Lazar, 2008; Maley, 2010). Task-based learning (TBL) provides a flexible and student-centered framework to design activities around literary texts, encouraging learners to infer meaning, justify opinions, and evaluate characters or themes (Ellis, 2003). Drawing on current pedagogical theory and published research, this article argues for a more integrated use of literature in ESL to cultivate not only language competence but also intellectual autonomy and reflective thinking.

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