From Digital Prep To Analytical Thinking: Assessment Of Pre-class Digital Resources As A Blended Learning Tool In Literary Discussions And Essay Writing – Case Study Of Second And Third Year Students At Ghardaia University

Abstract

Traditional literature education generally underperforms in bringing about students’ full engagement in ways that trigger their critical and analytical thinking skills crucial for written analyses. However, blending digital resources with traditional expository teaching has improved literature education. This research investigates the impact of pre-class digital materials on the confidence and preparedness of learners in engaging in in-class discussions as well as their critical thinking for written analyses. First, through a literature review, the paper examines the interconnection of blended learning, learner-centeredness, and critical and analytical thinking for essay writing. This study conducted both a survey and classroom observations on a sample of second- and third-year student at Ghardaia university. The work uses a mix-methods approach, quantitative and qualitative data interpretation. The results indicate that pre-class digital materials enhance learner-centeredness, and confidence and preparedness to in-class discussions as well as cultivate analytical and critical thinking crucial for essay writing. Furthermore, this study concludes with pre-, during-, and post-class recommendations for more interactive and analytical literature classes.