Faculty of Literature and Languages

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Subject: search.filters.subject.Critical thinking

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    Investigating the Role of Socratic Seminar in developing Critical Thinking among EFL Learners: The Case of Intermediate Students of Englishat Harmony School in Ghardaia Province
    (جامعة غرداية, 2025) Nafissa, BELHADJ AISSA
    The present study aims to investigate the role of the Socratic Seminar method in developing critical thinking among intermediate EFL learners. It seeks to determine the impact of this method on learners’ critical engagement and to explore students’ and teachers’ attitudes toward its effectiveness in enhancing both cognitive development and learning outcomes. This study also examines the extent to which the implementation of Socratic Seminars contributes to the development of reflective thinking, argumentation, and dialogic interaction in the EFL classroom. To this end, qualitative tools were used, including classroom observation and semi-structured interviews with the teacher and students. The results obtained from the classroom observation revealed significant improvements in students’ participation, critical engagement, and willingness to collaborate. Moreover, the interviews indicated that both EFL learners and their teacher held positive views about the Socratic Seminar method, appreciating its role in creating a student-centred, thought-provoking environment. Therefore, the findings confirmed that the Socratic Seminar positively influences learners’ critical thinking and enhances both teaching and learning practices.
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    Critical Discourse Analysis as an Approach for Enhancing Critical Awareness The study case of Third-Year Literature Class at English department at Ghardaia University
    (جامعة غرداية, 2023) Lydia, SOUAGUI
    This study investigates the use of Critical Discourse Analysis (CDA) as an approach to enhance critical awareness among third-year students in literature class at the English Department of Ghardaia University. The research aims to determine the role of teaching CDA in fostering critical thinking beyond textual analysis. Employing a mixed method approach, the study combines qualitative procedures for data gathering and analysis. Forty third-year students participated in an online questionnaire, revealing that teaching CDA effectively enhances students’ critical awareness. The findings highlighted the significance of CDA in promoting critical thinking among students.