Impact of Literature–Based Instruction on Vocabulary Acquisition and Critical Thinking Skills in Intermediate Level English Learners

Abstract

This study investigates the impact of literature-based instruction on vocabulary acquisition and critical thinking skills in intermediate level English learners. The primary objective is to evaluate how integrating literature into the curriculum influences the students' language development and cognitive abilities. The research hypothesizes that literature-based instruction significantly enhances vocabulary acquisition and critical thinking compared to traditional methods. The population for this study comprises intermediate level English learners in urban educational institutions. A sample of 100 students is selected using stratified random sampling to ensure representation across various demographics. Employing a quasi-experimental design, this study adopts a mixed-methods approach, combining quantitative and qualitative data. Data collection tools include standardized vocabulary tests, critical thinking assessments, and structured interviews. Quantitative data is analyzed using statistical methods such as t-tests and ANOVA to measure vocabulary and critical thinking improvements, while qualitative data from interviews is thematically analyzed to gain insights into the students' experiences and perceptions. The findings aim to provide empirical evidence on the effectiveness of literature-based instruction, potentially informing curriculum development and teaching strategies to foster comprehensive language skills and critical thinking in English learners.