Exploring The Role Of Literature-Based Language Teaching In Enhancing Intercultural Competence And Critical Thinking Skills In Tesl Undergraduates

Abstract

This research paper explores the impact of literature-based language teaching on the development of intercultural competence and critical thinking skills among TESL (Teaching English as a Second Language) undergraduates in Henan Province, China. Using a mixed-methods approach, data was collected from 100 students through pre- and post-intervention assessments, interviews, and focus groups. The analysis revealed significant improvements in both intercultural awareness and critical thinking abilities in the group exposed to literature-based teaching compared to the control group taught using traditional methods. The findings suggest that incorporating literature into language education plays a key role in broadening students' cultural perspectives and improving their analytical reasoning skills.