INTEGRATING ENGLISH PROVERBS AND SHORT STORIES TO DEVELOP CRITICAL THINKING AND LANGUAGE SKILLS IN EFL LEARNERS

Abstract

In contemporary EFL classrooms, authentic texts such as short stories and proverbs provide meaningful contexts for language learning while promoting critical thinking. Despite their pedagogical potential, limited empirical research has explored the combined impact of English proverbs and short stories on developing both language skills and cognitive engagement among upper primary learners. This study investigates the effect of integrating these authentic texts on English proficiency and critical thinking among 5th and 7th grade students in Uzbekistan. A mixed-methods design was employed, involving 60 students who participated in an 8-week intervention combining proverb analysis and story-based activities. Pre- and post-tests measured language skills, while a learner perception questionnaire assessed engagement, motivation, and cognitive development. Findings revealed significant improvement in reading comprehension, analytical reasoning, and overall language proficiency, with students reporting high engagement and enjoyment. The study underscores the value of integrating culturally and cognitively rich authentic texts in EFL instruction and provides practical implications for teachers aiming to foster both linguistic and critical thinking skills.