Using Dialogues to Support Critical Thinking: Implementing Collaborative Classrooms in Libya
DOI:
https://doi.org/10.37376/jofoa.vi50.4463Abstract
University level students in Libya are not exposed to independent reading materials from other resources as parts of their university level. In reading courses, Libyan English as a Foreign Language (EFL) learners are expected to develop reading habits that enable them to absorb information. To do so, they are required to develop adequate language level to comprehend texts. Critical reading that demands questioning to process the meaning of texts is not prioritized in Libyan tertiary classrooms. For these reasons building Libyan English language learners’ ability to read critically is really challenging. Directing reading courses to focus on critical reading have been a demanded part of English language programs for university students in Libya.
The main purpose of this paper is to investigate the effectiveness of implementing reading activities that can be implemented in Libyan university reading classes to encourage Libyan teachers and learners to go beyond the basic reading skill that include decoding the basic meaning of texts and incorporate critical thinking while reading. The activities involved reading literary materials to encourage Libyan EFL learners to discuss their reading by working collaboratively with their peers. To provide background of the approach, the first part of the paper presents common problems found in the Libyan EFL tertiary classroom. Then the second part focuses on the innovative activities into Libyan EFL literary reading classes. The suggested activities are considered innovative because they have not been implemented in most Libyan language learning settings. Additionally, Libyan EFL learners responded positively towards the activities. The paper concludes by discussing the implications of the approach that can be applied to similar contexts of English language learning.
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