Implementing a discipline-specific reflective critical thinking module for Literature in English in Malaysia

ABSTRACT

The importance of critical thinking is championed in education, but it is also acknowledged that developing critical thinking is challenging particularly in a context like Malaysia where being critical often comes with negative connotations. This article details an attempt to develop reflective critical thinking in the discipline-specific study of Literature in English for undergraduates and practicing English as a Second Language (ESL) educators in Malaysia. A total of 32 participants attended workshops based on a created-creator module developed by the researchers. Participants went through three dimensions: exploring personal experiences, exploring author intention and exploring personal response to texts. Analysed as a case study, the module proved successful in developing initial responses to a level where participants could choose to accept or challenge identified sources of influence. This article presents empirical evidence that operationalises discipline-specific knowledge and extends critical thinking in reader response for Literature as a subject.

KEYWORDS:

• Critical thinking
• reflective critical thinking
• curriculum implementation
• English literature
• reader response

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the University of Malaya BKP Grant [BKP036-2017]

Notes on contributors

Jia Wei Lim

Jia Wei Lim is a senior lecturer with the Faculty of Education, University of Malaya. Her research interests revolve around teaching and learning English Literature from a sociocultural perspective with particular interest in post-16 education.

Juliana Othman

Juliana Othman is an Associate Professor of Language and Literacy Education at the Faculty of Education, University of Malaya. Her research interests are primarily associated with second language teaching and learning, teacher development and pre-service teacher education. Her most recent project examines various issues related to ESL preservice teacher education and school based assessment in Malaysia.

Yueh Yea Lo

Yueh Yea Lo is currently a PhD candidate with the Faculty of Education, University of Malaya. Her involvement with this study was as a research assistant. She plans to focus on identity and academic writing in her doctorate.