Implementing a Discipline-Specific Reflective Critical Thinking Module for Literature in English in Malaysia

The importance of critical thinking is championed in education, but it is also acknowledged that developing critical thinking is challenging particularly in a context like Malaysia where being critical often comes with negative connotations. This article details an attempt to develop reflective critical thinking in the discipline-specific study of Literature in English for undergraduates and practicing English as a Second Language (ESL) educators in Malaysia. A total of 32 participants attended workshops based on a created-creator module developed by the researchers. Participants went through three dimensions: exploring personal experiences, exploring author intention and exploring personal response to texts. Analysed as a case study, the module proved successful in developing initial responses to a level where participants could choose to accept or challenge identified sources of influence. This article presents empirical evidence that operationalises discipline-specific knowledge and extends critical thinking in reader response for Literature as a subject.