Literary Criticism in the Digital Age: Addressing the Problems and Opportunities of Digital Literature in Efl Pedagogy

Abstract

The literary genre known as "digital literature" includes works of fiction and nonfiction written only for digital media such as computers, tablets, and smartphones. Because of its convenient qualities, this genre may be read and enjoyed anywhere, especially when it has already been posted to a digital site. Such literary works might not offer universal traits like those of works on paper. This is just unusual in that it is solely made with digital tools. Digital literature may provide particular techniques to reading and analyzing it, since the academic world likewise moves toward paperless resources. The current study examines the difficulties, limitations, and potential solutions for seeing digital literary works as online resources, using some novel methods from literary and cultural studies and multimodality that may be used to evaluate digital literary texts. The article presents and examines a few ideas that will significantly improve the actions and reactions of EFL students’ active participation in literary criticism and analysis

Large Language Model-based Tools in Language Teaching to Develop Critical Thinking and Sustainable Cognitive Structures

“…Systems thinking pedagogy primarily focused on encouraging students to examine the interplay between the visual, semiotic, and semantic in texts (Nguyen, Chambers, & Abbott, 2022;Schildhauer, Gerlach & Weiser-Zurmühlen, 2023;Blume, 2022;Barnes & Tour, 2023;Molin & Godhe, 2020), the structural manipulations in texts that shape meaning (Valdez, Ugalingan & Garinto, 2022) and the contextual influences on texts (Tour, Gindidis. & Newton, 2021;Mustifa & Lestari, 2023;Khasbani, 2018;Heafner, Triplett, Handler, & Massey, 2018). Normative thinking competencies promoted by these studies include the ability to question assumptions and beliefs that inform texts (Valdez, Ugalingan & Garinto, 2022 ), examine the power dynamics implied in the way texts give or suppress voices and promote biases (Schildhauer, Gerlach & Weiser-Zurmühlen, 2023;O'Byrne, Crandall, Dail, Goering, Mora, Price-Dennis, & Witte, 2022), and also examine the ideological, political, and individual contexts that situate the structure, information, and intention of texts (Janusz, 2022;Molin & Godhe, 2020;Khasbani, 2018;Ostenson & Silva, 2019).…”

“…Normative thinking competencies promoted by these studies include the ability to question assumptions and beliefs that inform texts (Valdez, Ugalingan & Garinto, 2022 ), examine the power dynamics implied in the way texts give or suppress voices and promote biases (Schildhauer, Gerlach & Weiser-Zurmühlen, 2023;O'Byrne, Crandall, Dail, Goering, Mora, Price-Dennis, & Witte, 2022), and also examine the ideological, political, and individual contexts that situate the structure, information, and intention of texts (Janusz, 2022;Molin & Godhe, 2020;Khasbani, 2018;Ostenson & Silva, 2019). Critical thinking competencies suggested in these CDL frameworks insist on familiarizing students with multimodal texts in the contexts of both production and reception (Kustini, Suherdi, & Musthafa, 2020;Reinhardt & Thorne, 2019;Mustifa & Lestari, 2023;Molin & Godhe, 2020), empowering learners to identify and filter the nature of information obtained from online medium (Nguyen, Chambers, & Abbott, 2022;Ostenson & Silva, 2019), and developing their abilities to analyse and evaluate factual (Schildhauer, Gerlach & Weiser-Zurmühlen, 2023), rhetorical (Khasbani, 2018;Heafner, Triplett, Handler, & Massey, 2018;Molin & Godhe, 2020;Janusz, 2022), structural (Valdez, Ugalingan & Garinto, 2022), and metacognitive (Lazou & Tsinakos, 2023) aspects of texts and the meaning-making process. Molin & Godhe's (2020) empirical research is a representative sample of comprehensive pedagogy focusing on the development of Systems thinking, Normative, and Critical thinking competencies using CDL framework.…”

“…They also include a final component of reflective content creation at the end of their lessons to enable students to develop awareness about their learning process, choices, and learning. Reinhardt & Thorne (2019), Blume (2022), Nguyen, Chambers, & Abbott (2022), Valdez, Ugalingan & Garinto (2022) and Mustifa & Lestari, (2023) also recommend taking advantage of the possibilities offered by the participatory nature of language learning immersed in digital technology to collaboratively question the norms dictating the use of language in the production and reception of texts. The authors reinforced the need to collaboratively explore perspectives and narratives that shape realities.…”