Abstract
This paper rests on the hypothesis that critical thinking could be fostered through the use of translated literature in the EFL tertiary classroom. Narrative research methodology is used in the study, with twenty Advanced Academic Writing Course, English for English Specialists Credit program of Omani students of the Language Center, Sultan Qaboos University, Oman. While responding through reflective journal entries to the given prompts about the text, The Doum Tree of Wad Hamid (an English translation of TayebSalih’s Arabic story), students forge connections between the text and real life. This qualitative research enquiry unfolds Omani students’ critical thoughts and viewpoints while using Middle East literature in translation in the EFL classroom. Key words: Critical thinking, language learning, literature, reflection, Doum tree, narrative methodology.
Highlights
Critical thinking has emerged as one of the most essential 21st century skills, a primary goal and a necessary outcome of education
B) Example of use of simile in the text: “he climbed a hill and on reaching the top he saw a dense forest of doum trees with a single tall tree in the center which in comparison with the others looked like a camel amid a herd of goats”
Literature and its themes, no doubt, are universal but culture does play a major role in assimilation of concepts in a more effective way
Summary
Critical thinking has emerged as one of the most essential 21st century skills, a primary goal and a necessary outcome of education. Prime importance is given to developing critical thinking skills in students in all aspects of education at the international level. Critical thinking is proposed as the commonly identified aim of education as it enhances student’s employability in the workplace. It is one of the most essential skills of the century that is central to effective learning, as it develops not just the cognitive skills and involves development of attitudes and values, furthering not just cognitive development and personal and social development. Developing critical thinking skill is an important area of teaching as it makes students selfmotivated and autonomous, able to apply their acquired modes of enquiry inside and outside the classroom
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