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