Narrative Techniques in English Literature: Enhancing Critical Thinking Skills in EFL (English as a Foreign Language) Classrooms

Abstract

This article explores the role of narrative techniques in English literature as an effective tool for enhancing critical thinking skills in English as a Foreign Language (EFL) classrooms. With the growing emphasis on developing higher-order thinking skills, literature provides a rich context for fostering students' analytical, interpretative, and evaluative abilities. The study highlights key narrative techniques such as foreshadowing, irony, metaphor, and point of view, demonstrating how these elements encourage deeper engagement with texts. By analyzing narrative structures, students can challenge assumptions, explore different perspectives, and develop the ability to critically assess various situations. The article examines the integration of these literary techniques into EFL curricula, focusing on how they support language development alongside critical thinking. It also addresses potential challenges faced by both teachers and students, such as language proficiency barriers and the need for culturally relevant texts. Through case studies and classroom examples, the research offers practical strategies for EFL instructors to incorporate narrative techniques into their teaching, enhancing both language acquisition and cognitive skills. The findings suggest that teaching English literature through a focus on narrative elements not only improves linguistic competence but also cultivates critical thinking, preparing students to navigate complex real-world issues.