Résumé:
This research aims at investigating the extent to which teaching the literature course enhances EFL learners’ critical thinking skills at the University 8 Mai 1945-Guelma, Algeria. To achieve this aim, the current study adopts a qualitative-descriptive method. Two major tools of data collection were used; a structured observation of two groups of Master I students during their literature classes, and a questionnaire administered to nine (09) teachers of Literature. The analysis of the results demonstrated that teaching the literature course effectively enhances EFL learners' critical thinking skills. When EFL learners interacted with their teachers during the lessons, they displayed three major critical thinking skills, which are questioning, interpretation, and inference. Hence, it was found that teachers participating in this study perceived literature as a significant tool for developing thinking skills. As a result, studying literature is, then, a good opportunity for EFL learners to practice thinking, and to guide their thinking towards criticality. Finally, the study suggested some pedagogical implications for teachers, EFL students, and faculty.
