FOSTERING NON-LINGUISTIC LANGUAGE LEARNERS` CRITICAL THINKING SKILLS VIA NATIONAL UZBEK FAIRY TALES IN READING CLASSES

Аннотация

This research aimed to assess the effectiveness of reading short narratives in enhancing the Critical Thinking (CT) skills of English as a Foreign Language (EFL) learners. This focus stems from the widespread presence ofnarratives in various aspects of human life and the essential role that CT plays in guiding students toward success in both academic and non- academic settings. To achieve this, the study involved 59 undergraduate EFL students majoring in English translation. Ultimately, 54 participants were selected, with 27 individuals assigned to each of the two groups: the narrative group (which engaged with the national fairy tale “Zumrad and Kimmat”) and the control group that did not use narratives. This selection considered the participants' language proficiency and CT skillsto ensure group homogeneity. Keywords: Critical thinking skills, Narrative texts (national fairy tales), non-linguistic language learners, Learner-oriented approach, reading class As part of the elicitation tasks, participants in the narrative and non-narrative groups were provided with short texts tailored to their respective categories. Both groups incorporated communicative reading methods into their course design, emphasizing a learner-centered approach. Results from the California Critical Thinking Skills Test (CCTST) indicated that the narrative group achieved better scores than the non-narrative group in both pretest and posttest analyses, following 12 treatment sessions. Discussions have addressed the possible educational implications of these findings for language learning and teaching, along with explanations for the differences in critical thinkingskillsamong theparticipants. Critical Thinking Scholars from various national and cultural backgrounds have long explored the significant role of critical thinking (CT) in both social and personal realms throughout human history, from ancient societies to contemporary times (Paul, Elder, & Bartell 1997; Descartes, 2006). It seems that CT has always been a crucial element of human existence. However, in our fast-paced world, characterized by rapid scientific and technological advances, the importance of CT has become even more vital for the younger generation, who need to attain a higher level of education to effectively tackle complex issues. This necessity arises from the increasingly complex and refined nature of both educational and non-educational facets ofmodern life. Accessing a vast amount of information online is possible for everyone in just a few minutes, which can result in a "Analysis paralysis" refers to the difficulty encountered when trying to choose the best materials from the vast and continuously expanding databases available 179 Volume 4, issue 2, 2025 (Davidson, 1996, cited in Halpern, 2003). Multiple studies have highlighted and demonstrated the value of critical thinking (CT) and critical thinkers (Brookfield, 1987; Facione, 2013; Ferrett, 1997; Halpern, 2003; Kurfiss, 1988; Smith, 2002, among others). Wade (2008) asserts that the main goal of education is to empower students to think critically when faced with problems, challenges and misunderstandings. Facione and Facione (1994) contend that in the contemporary world, it is crucial to master thinking and study skills. They compellingly note that "students who simply memorize facts without theability to analyze information, evaluate implications, assess the validity ofarguments, and explain how they reached their conclusions will find it difficult to succeed in the competitive economic and political environments of this century and beyond" (1994, p. 3). This underscores a growing area of research dedicated to the effective integration of critical thinking (CT) objectives in educational environments, particularly regarding the instruction and learning of foreign orsecond languages. Critical Thinking in English as a Foreign Language/English as a Second Language (EFL/ESL)Environments The abundance of resources and interactive teaching methods makes educational environments, particularly second and foreign language programs, highly conducive to teaching critical thinking skills. Critical thinking skills can foster self-awareness in EFL learners, helping them recognize the existing connections between their emotions and thoughts. While thought and emotion may initially seem distinct, a deeper exploration reveals various forms of interdependence between the two. The emotional component of language learning is vital to the overall process; as noted by Paul & Elder (2002), cited in Jose (2013), "learners may bring learned indifference, irrational fears, acquired hostility, and rigid ideas into the classroom, which can restrict theirlearning to superficial levels." Teachers of second or foreign languages can help students improve their self-understanding and awareness of their environment by fostering self-awareness. Üstünlüoglu (2004, p. 3) notes that "Teachers can help students identify their perceptions, assu