Enhancing English as a Foreign Language (EFL) Learners’ Critical Thinking Using Parody-Integrated Teaching Strategy

Abstract

Improving students' ability to think critically has long been a major focus of educational research
(Rezaei, Derakhshan, & Bagherkazemi, 2011). One technique to encourage students to think critically
is through the use of parody. It is the goal of this research to see if incorporating parody into EFL
classrooms aids in developing students' ability to think critically in English. A total of 36 EFL students
taking an Academic English course at UTHM were used as a research sample utilising the purposive
sampling approach. It was the researcher who instructed them, and she implemented a parodyintegrated language education technique during her semester-long course. Three times throughout
the semester, students took the Cornell Critical Thinking Test (CCTT) Level X. (beginning, middle and
end). After going through the parody-integrated teaching technique, we wanted to see if their
critical thinking had improved. The students' scores from the CCTT Level X were analysed using
repeated measures ANOVA to see if there was a significant improvement in their critical thinking
abilities. The effectiveness of the parody-integrated language education technique on the critical
thinking skills of EFL students was demonstrated in the study's findings.