I+D Internacional- Revista Científica Académica
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.47
https://doi.org/10.63636/rciid.v5i1.60
La literatura fantástica como base para el pensamiento crítico en
el aprendizaje del inglés
Fantastic Literature as a Training Ground for Critical Thinking in English Learning
Yahui Huang Chang
ya.huang.chang@una.cr
https://orcid.org/0009-0004-3482-8399
Universidad Nacional de Costa Rica
Costa Rica
Antonio Mora González
johnny.mora.gonzalez@una.cr
Universidad Nacional de Costa Rica
Costa Rica
Artículo recibido: 10 marzo 2026-Aceptado para publicación: 23 abril 2026
Conflictos de intereses: Ninguno que declarar
RESUMEN
El presente artículo analiza el potencial de la literatura fantástica como herramienta pedagógica para el
desarrollo del pensamiento crítico en estudiantes universitarios que aprenden inglés como lengua
extranjera. El objetivo del estudio es explorar cómo la lectura y el análisis de textos pertenecientes al
género fantástico fomentan procesos de interpretación, cuestionamiento de supuestos y tolerancia a la
ambigüedad en estudiantes de un curso universitario. La investigación se desarrolló en el contexto del
curso Fantastic Literature, donde los estudiantes trabajaron con relatos caracterizados por la presencia
de eventos ambiguos, elementos sobrenaturales y narradores potencialmente poco fiables.
Metodológicamente, el estudio adopta un enfoque cualitativo con apoyo de indicadores cuantitativos
mediante un cuestionario compuesto por preguntas abiertas y escalas tipo Likert orientadas a identificar
percepciones sobre pensamiento crítico e interpretación textual. Los resultados sugieren que la literatura
fantástica promueve una lectura más activa y analítica, en la que los estudiantes deben evaluar evidencias
narrativas, considerar múltiples interpretaciones y cuestionar explicaciones aparentemente evidentes.
Asimismo, los participantes indicaron que el contacto con este tipo de textos fortaleció su capacidad
para identificar significados simbólicos, analizar perspectivas diversas y tolerar la incertidumbre
interpretativa. En conclusión, la literatura fantástica puede constituirse como un espacio formativo
significativo para el desarrollo de habilidades críticas dentro del aprendizaje del idioma inglés.
Palabras clave: literatura fantástica, pensamiento crítico, lectura crítica, enseñanza del inglés,
interpretación literaria
I+D Internacional- Revista Científica Académica
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.48
ABSTRACT
This article examines the potential of fantastic literature as a pedagogical tool for the development of
critical thinking among university students learning English as a foreign language. The objective of the
study is to explore how reading and analyzing texts from the fantastic genre encourages interpretative
processes, questioning of assumptions, and tolerance for ambiguity in students enrolled in a university
course. The research was conducted in the context of the course Fantastic Literature, where students
engaged with short stories characterized by ambiguous events, supernatural elements, and potentially
unreliable narrators. Methodologically, the study adopts a qualitative approach supported by quantitative
indicators through a questionnaire composed of open-ended questions and Likert-scale items designed
to explore students’ perceptions of critical thinking and textual interpretation. The results suggest that
fantastic literature promotes a more active and analytical reading process in which students evaluate
narrative evidence, consider multiple interpretations, and challenge apparently obvious explanations.
Participants also reported improvements in their ability to identify symbolic meanings, analyze different
perspectives, and tolerate interpretative uncertainty. The study concludes that fantastic literature can
function as a meaningful pedagogical space for fostering critical thinking skills within English language
learning contexts.
Keywords: fantastic literature, critical thinking, critical reading, English language learning, literary
interpretation
Correspondencia: ya.huang.chang@una.cr
Conflictos de Interés: Ninguna que declarar
Todo el contenido de I+D Internacional - Revista Científica y Académica, publicados en este sitio están disponibles bajo
Licencia Creative Commons
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.48
ABSTRACT
This article examines the potential of fantastic literature as a pedagogical tool for the development of
critical thinking among university students learning English as a foreign language. The objective of the
study is to explore how reading and analyzing texts from the fantastic genre encourages interpretative
processes, questioning of assumptions, and tolerance for ambiguity in students enrolled in a university
course. The research was conducted in the context of the course Fantastic Literature, where students
engaged with short stories characterized by ambiguous events, supernatural elements, and potentially
unreliable narrators. Methodologically, the study adopts a qualitative approach supported by quantitative
indicators through a questionnaire composed of open-ended questions and Likert-scale items designed
to explore students’ perceptions of critical thinking and textual interpretation. The results suggest that
fantastic literature promotes a more active and analytical reading process in which students evaluate
narrative evidence, consider multiple interpretations, and challenge apparently obvious explanations.
Participants also reported improvements in their ability to identify symbolic meanings, analyze different
perspectives, and tolerate interpretative uncertainty. The study concludes that fantastic literature can
function as a meaningful pedagogical space for fostering critical thinking skills within English language
learning contexts.
Keywords: fantastic literature, critical thinking, critical reading, English language learning, literary
interpretation
Correspondencia: ya.huang.chang@una.cr
Conflictos de Interés: Ninguna que declarar
Todo el contenido de I+D Internacional - Revista Científica y Académica, publicados en este sitio están disponibles bajo
Licencia Creative Commons
I+D Internacional- Revista Científica Académica
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.49
INTRODUCCION
The development of critical thinking skills has become a central objective in contemporary higher
education. Universities increasingly emphasize the importance of helping students analyze information,
evaluate evidence, and interpret complex ideas to prepare them for academic and professional contexts.
In language learning environments, these skills are closely connected to reading comprehension and
interpretative abilities, particularly when students engage with texts that require analysis and reflection.
Literature has long been recognized as a valuable tool for promoting analytical reading and reflective
learning in language education. Literary texts expose students to complex narratives, symbolic elements,
and multiple perspectives, which can encourage deeper engagement with textual meaning. In language
learning contexts, literature-based instruction can help learners develop interpretative skills while
simultaneously strengthening linguistic competence (Gillian Lazar, 2021).
The development of critical thinking is also an essential objective in higher education. Critical thinking
involves the ability to analyze information, evaluate evidence, and consider alternative interpretations
before reaching conclusions (Peter A. Facione, 2020). When students engage with literary texts that
contain ambiguity or symbolic meaning, they are required to interpret textual clues and reflect on
possible meanings, which can stimulate these analytical processes. In higher education contexts,
instructional approaches that emphasize analytical reading have been shown to improve students’ ability
to interpret complex texts and develop independent interpretations.
Within English as a Foreign Language (EFL) education, literature has increasingly been recognized as
a valuable resource for promoting deeper cognitive engagement. Literary texts expose learners to
complex narratives, multiple perspectives, and symbolic meanings that require readers to actively
construct interpretations rather than simply extracting factual information. According to Zakaria et al.
(2025), literature-based instruction can support the development of critical thinking by encouraging
students to analyze textual details, question assumptions, and reflect on the meaning of events presented
in a narrative.
Furthermore, literary analysis encourages students to engage in discussion, interpretation, and reflection
while reading. When students analyze characters, narrative events, and symbolic elements, they are
required to evaluate information and consider different perspectives. Hillis et al. (2024) note that
literature-based activities can promote creativity and critical thinking by encouraging learners to explore
multiple interpretations and justify their ideas through textual evidence.
Despite the growing recognition of literature as a pedagogical tool in language education, the use of
specific literary genres to foster critical thinking has received less attention in classroom-based research.
Genres characterized by ambiguity and interpretative complexity may offer particularly valuable
opportunities for developing analytical reading skills. When students encounter narratives that require
interpretation and reflection, they must evaluate textual evidence and consider multiple possible
meanings.
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.49
INTRODUCCION
The development of critical thinking skills has become a central objective in contemporary higher
education. Universities increasingly emphasize the importance of helping students analyze information,
evaluate evidence, and interpret complex ideas to prepare them for academic and professional contexts.
In language learning environments, these skills are closely connected to reading comprehension and
interpretative abilities, particularly when students engage with texts that require analysis and reflection.
Literature has long been recognized as a valuable tool for promoting analytical reading and reflective
learning in language education. Literary texts expose students to complex narratives, symbolic elements,
and multiple perspectives, which can encourage deeper engagement with textual meaning. In language
learning contexts, literature-based instruction can help learners develop interpretative skills while
simultaneously strengthening linguistic competence (Gillian Lazar, 2021).
The development of critical thinking is also an essential objective in higher education. Critical thinking
involves the ability to analyze information, evaluate evidence, and consider alternative interpretations
before reaching conclusions (Peter A. Facione, 2020). When students engage with literary texts that
contain ambiguity or symbolic meaning, they are required to interpret textual clues and reflect on
possible meanings, which can stimulate these analytical processes. In higher education contexts,
instructional approaches that emphasize analytical reading have been shown to improve students’ ability
to interpret complex texts and develop independent interpretations.
Within English as a Foreign Language (EFL) education, literature has increasingly been recognized as
a valuable resource for promoting deeper cognitive engagement. Literary texts expose learners to
complex narratives, multiple perspectives, and symbolic meanings that require readers to actively
construct interpretations rather than simply extracting factual information. According to Zakaria et al.
(2025), literature-based instruction can support the development of critical thinking by encouraging
students to analyze textual details, question assumptions, and reflect on the meaning of events presented
in a narrative.
Furthermore, literary analysis encourages students to engage in discussion, interpretation, and reflection
while reading. When students analyze characters, narrative events, and symbolic elements, they are
required to evaluate information and consider different perspectives. Hillis et al. (2024) note that
literature-based activities can promote creativity and critical thinking by encouraging learners to explore
multiple interpretations and justify their ideas through textual evidence.
Despite the growing recognition of literature as a pedagogical tool in language education, the use of
specific literary genres to foster critical thinking has received less attention in classroom-based research.
Genres characterized by ambiguity and interpretative complexity may offer particularly valuable
opportunities for developing analytical reading skills. When students encounter narratives that require
interpretation and reflection, they must evaluate textual evidence and consider multiple possible
meanings.
I+D Internacional- Revista Científica Académica
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.50
For this reason, the present study explores how students enrolled in a university course titled Fantastic
Literature perceived the role of fantastic narratives in the development of their critical thinking abilities.
The participants were thirteen students enrolled in the course, of whom eight completed the
questionnaire used for this study. Through the analysis of both quantitative responses and qualitative
reflections, this research examines how engaging with fantastic literature influenced students’
interpretative processes and their approach to reading in English. Fantastic literature offers a particularly
interesting framework for this type of interpretative reading.
According to Tzvetan Todorov (2017), the fantastic emerges when readers hesitate between a natural
and a supernatural explanation of events within a narrative. This ambiguity encourages readers to
analyze narrative evidence and consider multiple interpretations of the story. Similarly, Rosemary
Jackson (2019) argues that fantastic narratives challenge conventional perceptions of reality by
presenting events that blur the boundaries between the possible and the impossible. As a result, readers
are required to interpret symbolic elements and question the reliability of narrative events.
METODOLOGY
The present study adopted a qualitative research approach with complementary quantitative indicators
to explore how fantastic literature contributes to the development of critical thinking among students
learning English as a foreign language. The research used a questionnaire consisting of both Likert-scale
items and open-ended questions to collect students’ perceptions about their reading experiences.
Questionnaires are commonly used in language education research because they allow researchers to
gather both quantitative and qualitative data from participants in a structured way (Zoltán Dörnyei,
2022).
Research design
The study can be classified as descriptive research, as its purpose was to explore and describe students’
perceptions regarding their interpretative processes and the role of fantastic literature in the development
of analytical reading skills. The design of the study was observational and cross-sectional, since the data
were collected at a specific moment during the course without manipulating variables.
Context of the study
The research was conducted in a university-level English course titled Fantastic Literature. The course
focused on the analysis of short stories belonging to the fantastic genre, characterized by elements such
as ambiguity, supernatural events, symbolic meanings, and potentially unreliable narrators. Through
reading and discussion activities, students were encouraged to analyze narrative clues, question
assumptions, and interpret different possible meanings within the texts.
Participants
The participants were students enrolled in the course Fantastic Literature at the university level. The
class consisted of thirteen students in total, and eight students voluntarily completed the questionnaire
used for this research. Therefore, the analysis presented in this study is based on the responses of these
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.50
For this reason, the present study explores how students enrolled in a university course titled Fantastic
Literature perceived the role of fantastic narratives in the development of their critical thinking abilities.
The participants were thirteen students enrolled in the course, of whom eight completed the
questionnaire used for this study. Through the analysis of both quantitative responses and qualitative
reflections, this research examines how engaging with fantastic literature influenced students’
interpretative processes and their approach to reading in English. Fantastic literature offers a particularly
interesting framework for this type of interpretative reading.
According to Tzvetan Todorov (2017), the fantastic emerges when readers hesitate between a natural
and a supernatural explanation of events within a narrative. This ambiguity encourages readers to
analyze narrative evidence and consider multiple interpretations of the story. Similarly, Rosemary
Jackson (2019) argues that fantastic narratives challenge conventional perceptions of reality by
presenting events that blur the boundaries between the possible and the impossible. As a result, readers
are required to interpret symbolic elements and question the reliability of narrative events.
METODOLOGY
The present study adopted a qualitative research approach with complementary quantitative indicators
to explore how fantastic literature contributes to the development of critical thinking among students
learning English as a foreign language. The research used a questionnaire consisting of both Likert-scale
items and open-ended questions to collect students’ perceptions about their reading experiences.
Questionnaires are commonly used in language education research because they allow researchers to
gather both quantitative and qualitative data from participants in a structured way (Zoltán Dörnyei,
2022).
Research design
The study can be classified as descriptive research, as its purpose was to explore and describe students’
perceptions regarding their interpretative processes and the role of fantastic literature in the development
of analytical reading skills. The design of the study was observational and cross-sectional, since the data
were collected at a specific moment during the course without manipulating variables.
Context of the study
The research was conducted in a university-level English course titled Fantastic Literature. The course
focused on the analysis of short stories belonging to the fantastic genre, characterized by elements such
as ambiguity, supernatural events, symbolic meanings, and potentially unreliable narrators. Through
reading and discussion activities, students were encouraged to analyze narrative clues, question
assumptions, and interpret different possible meanings within the texts.
Participants
The participants were students enrolled in the course Fantastic Literature at the university level. The
class consisted of thirteen students in total, and eight students voluntarily completed the questionnaire
used for this research. Therefore, the analysis presented in this study is based on the responses of these
I+D Internacional- Revista Científica Académica
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.51
eight participants. The sample can be considered a convenience sample, as the participants were selected
from the group of students attending the course in which the pedagogical activities took place.
Data collection techniques
Data were collected through a structured questionnaire designed to explore students’ perceptions of the
relationship between fantastic literature and critical thinking. The questionnaire included two types of
questions.
First, it included open-ended questions that invited students to reflect on their reading experiences, the
interpretative strategies they used when encountering ambiguous or supernatural events, and the ways
in which their interpretation processes changed after engaging with fantastic literature. Second, the
questionnaire included Likert-scale items ranging from 1 to 5, where students evaluated statements
related to critical reading practices. These statements explored aspects such as questioning assumptions,
tolerance for ambiguity, identification of symbolic meanings, interpretation of multiple perspectives,
and confidence in challenging ideas during academic discussions.
Data analysis
The responses to the open-ended questions were analyzed through a qualitative thematic analysis,
identifying recurring ideas and patterns in the students’ reflections about reading and interpretation. The
Likert-scale responses were analyzed descriptively in order to observe general tendencies in students’
perceptions of how fantastic literature influenced their critical thinking and interpretative abilities.
Ethical considerations
Participation in the questionnaire was voluntary, and students’ responses were analyzed anonymously
to protect their identities. The information collected was used exclusively for academic and research
purposes.
RESULTS AND DISCUSSION
The results of the questionnaire provide insight into how students perceived the role of fantastic
literature in the development of their interpretative processes and critical thinking skills while reading
in English. The analysis combines descriptive observations from Likert-scale responses with qualitative
reflections obtained through open-ended questions. The findings are discussed in relation to theoretical
perspectives on fantastic literature and critical thinking.
Familiarity with fantastic literature
The first section of the questionnaire explored students’ previous familiarity with the fantastic genre.
The results show that most participants had limited exposure to fantastic literature prior to taking the
course. As illustrated in Figure 1, five students reported being somewhat familiar with the genre, while
two participants indicated that they had heard of it but had never studied it formally. Only one participant
stated that they were not familiar with fantastic literature before taking the course.
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.51
eight participants. The sample can be considered a convenience sample, as the participants were selected
from the group of students attending the course in which the pedagogical activities took place.
Data collection techniques
Data were collected through a structured questionnaire designed to explore students’ perceptions of the
relationship between fantastic literature and critical thinking. The questionnaire included two types of
questions.
First, it included open-ended questions that invited students to reflect on their reading experiences, the
interpretative strategies they used when encountering ambiguous or supernatural events, and the ways
in which their interpretation processes changed after engaging with fantastic literature. Second, the
questionnaire included Likert-scale items ranging from 1 to 5, where students evaluated statements
related to critical reading practices. These statements explored aspects such as questioning assumptions,
tolerance for ambiguity, identification of symbolic meanings, interpretation of multiple perspectives,
and confidence in challenging ideas during academic discussions.
Data analysis
The responses to the open-ended questions were analyzed through a qualitative thematic analysis,
identifying recurring ideas and patterns in the students’ reflections about reading and interpretation. The
Likert-scale responses were analyzed descriptively in order to observe general tendencies in students’
perceptions of how fantastic literature influenced their critical thinking and interpretative abilities.
Ethical considerations
Participation in the questionnaire was voluntary, and students’ responses were analyzed anonymously
to protect their identities. The information collected was used exclusively for academic and research
purposes.
RESULTS AND DISCUSSION
The results of the questionnaire provide insight into how students perceived the role of fantastic
literature in the development of their interpretative processes and critical thinking skills while reading
in English. The analysis combines descriptive observations from Likert-scale responses with qualitative
reflections obtained through open-ended questions. The findings are discussed in relation to theoretical
perspectives on fantastic literature and critical thinking.
Familiarity with fantastic literature
The first section of the questionnaire explored students’ previous familiarity with the fantastic genre.
The results show that most participants had limited exposure to fantastic literature prior to taking the
course. As illustrated in Figure 1, five students reported being somewhat familiar with the genre, while
two participants indicated that they had heard of it but had never studied it formally. Only one participant
stated that they were not familiar with fantastic literature before taking the course.
I+D Internacional- Revista Científica Académica
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.52
Figure 1
Students’ familiarity with fantastic literature before the course
These results suggest that the course represented a new academic experience for many participants. The
high levels of agreement among participants suggest that fantastic literature encouraged students to
analyze narrative events and consider multiple interpretations. These processes are closely related to
critical thinking, which involves evaluating information and examining alternative explanations before
reaching conclusions (Richard Paul & Linda Elder, 2020).
Challenges when reading fantastic literature
Students were also asked to identify the aspect of fantastic literature that they found most challenging.
As shown in Figure 2, most students identified symbolic meanings as the most difficult element to
interpret. Other responses indicated that ambiguity and uncertainty and shifts between reality and
unreality were also challenging aspects of the genre.
Figure 2
Most challenging aspects of fantastic literature according to students
These findings suggest that fantastic literature requires readers to engage in interpretative analysis rather
than relying on literal comprehension. Students’ responses also indicate that literary texts can stimulate
interpretative reading practices. Previous research has shown that literature-based instruction can
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.52
Figure 1
Students’ familiarity with fantastic literature before the course
These results suggest that the course represented a new academic experience for many participants. The
high levels of agreement among participants suggest that fantastic literature encouraged students to
analyze narrative events and consider multiple interpretations. These processes are closely related to
critical thinking, which involves evaluating information and examining alternative explanations before
reaching conclusions (Richard Paul & Linda Elder, 2020).
Challenges when reading fantastic literature
Students were also asked to identify the aspect of fantastic literature that they found most challenging.
As shown in Figure 2, most students identified symbolic meanings as the most difficult element to
interpret. Other responses indicated that ambiguity and uncertainty and shifts between reality and
unreality were also challenging aspects of the genre.
Figure 2
Most challenging aspects of fantastic literature according to students
These findings suggest that fantastic literature requires readers to engage in interpretative analysis rather
than relying on literal comprehension. Students’ responses also indicate that literary texts can stimulate
interpretative reading practices. Previous research has shown that literature-based instruction can
I+D Internacional- Revista Científica Académica
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.53
encourage students to explore symbolic meanings and develop deeper engagement with textual analysis
(Janice Bland, 2022).
The open-ended responses support this observation. For example, one student explained: “I had to read
the same paragraph many times to understand the message.” This comment indicates that the reading
process became more analytical and reflective. Another participant stated: “When something did not
make sense, I started questioning how it could be possible.” Such responses suggest that the genre
encouraged students to question narrative information and search for deeper meaning within the text.
Ambiguity and interpretative reasoning
A defining feature of fantastic literature is the reader’s hesitation between natural and supernatural
explanations. According to Todorov (1975), the fantastic emerges when the reader experiences
uncertainty regarding whether an event should be interpreted as supernatural or rational.
Students’ responses illustrate this interpretative process. One participant described a moment from The
Haunting of Hill House: “Eleanor heard knocking on the walls at night, but her roommate did not hear
anything. That made me question if the sounds were real or if they were caused by Eleanor’s
psychological state.” This reflection demonstrates how students analyze narrative evidence and consider
multiple explanations before forming an interpretation. Similarly, another participant described a scene
from Neverwhere in which an angel character appears to manipulate events in the story:
“Even though the story suggested the angel was evil, I still questioned if the character could be right in
some way.” This comment illustrates how readers combine narrative information with prior knowledge
and personal interpretation when analyzing ambiguous characters. These responses support the idea that
fantastic literature encourages readers to evaluate multiple possibilities rather than accepting a single
explanation.
Perceived development of critical thinking
The Likert-scale items explored students’ perceptions regarding the development of critical thinking
skills while reading fantastic literature. The responses show a consistently high level of agreement with
statements related to analytical reading and interpretative flexibility.
As illustrated in Figure 3, the highest average score corresponds to the statement related to interpreting
multiple perspectives, which obtained the highest mean value among participants. Other highly rated
items include questioning what is considered normal or logical, identifying symbolic meanings, and
feeling comfortable challenging assumptions.
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.53
encourage students to explore symbolic meanings and develop deeper engagement with textual analysis
(Janice Bland, 2022).
The open-ended responses support this observation. For example, one student explained: “I had to read
the same paragraph many times to understand the message.” This comment indicates that the reading
process became more analytical and reflective. Another participant stated: “When something did not
make sense, I started questioning how it could be possible.” Such responses suggest that the genre
encouraged students to question narrative information and search for deeper meaning within the text.
Ambiguity and interpretative reasoning
A defining feature of fantastic literature is the reader’s hesitation between natural and supernatural
explanations. According to Todorov (1975), the fantastic emerges when the reader experiences
uncertainty regarding whether an event should be interpreted as supernatural or rational.
Students’ responses illustrate this interpretative process. One participant described a moment from The
Haunting of Hill House: “Eleanor heard knocking on the walls at night, but her roommate did not hear
anything. That made me question if the sounds were real or if they were caused by Eleanor’s
psychological state.” This reflection demonstrates how students analyze narrative evidence and consider
multiple explanations before forming an interpretation. Similarly, another participant described a scene
from Neverwhere in which an angel character appears to manipulate events in the story:
“Even though the story suggested the angel was evil, I still questioned if the character could be right in
some way.” This comment illustrates how readers combine narrative information with prior knowledge
and personal interpretation when analyzing ambiguous characters. These responses support the idea that
fantastic literature encourages readers to evaluate multiple possibilities rather than accepting a single
explanation.
Perceived development of critical thinking
The Likert-scale items explored students’ perceptions regarding the development of critical thinking
skills while reading fantastic literature. The responses show a consistently high level of agreement with
statements related to analytical reading and interpretative flexibility.
As illustrated in Figure 3, the highest average score corresponds to the statement related to interpreting
multiple perspectives, which obtained the highest mean value among participants. Other highly rated
items include questioning what is considered normal or logical, identifying symbolic meanings, and
feeling comfortable challenging assumptions.
I+D Internacional- Revista Científica Académica
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.54
Figure 3
Students’ perceptions of critical thinking development through fantastic literature
These results suggest that students perceive fantastic literature as a valuable tool for strengthening
critical reading practices. Critical thinking involves analyzing information, evaluating evidence, and
considering alternative explanations before reaching a conclusion. The characteristics of fantastic
narratives appear to promote these processes by encouraging readers to interpret ambiguous events and
evaluate narrative perspectives.
Changes in interpretation processes
Students also reported changes in the way they approached literary texts after engaging with fantastic
literature. Several participants indicated that they had previously searched for a single correct
interpretation of a story, but that their reading approach became more flexible after the course.
One participant explained: “Before, I never analyzed the situations and characters, but now I analyze
everything, including the setting and the details.” Another student noted: “Instead of looking for a single
meaning, I now consider different possibilities.” These reflections indicate that fantastic literature
encouraged students to adopt a more analytical and interpretative approach to reading, which aligns with
educational perspectives that associate literary analysis with the development of higher-order cognitive
skills (Bloom, 1956).
Transferability of analytical skills
Finally, students were asked whether the interpretative abilities developed through fantastic literature
could be applied to other academic disciplines. All participants agreed that the skills practiced while
analyzing fantastic narratives could be useful in fields such as science, philosophy, and social studies.
According to the participants, fantastic literature encourages readers to question assumptions, analyze
different perspectives, and evaluate multiple explanations. These abilities correspond closely to key
components of critical thinking (Fisher, 2011). Overall, the results suggest that fantastic literature can
function as an effective pedagogical tool for promoting analytical reading and critical thinking in the
context of English language learning.
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.54
Figure 3
Students’ perceptions of critical thinking development through fantastic literature
These results suggest that students perceive fantastic literature as a valuable tool for strengthening
critical reading practices. Critical thinking involves analyzing information, evaluating evidence, and
considering alternative explanations before reaching a conclusion. The characteristics of fantastic
narratives appear to promote these processes by encouraging readers to interpret ambiguous events and
evaluate narrative perspectives.
Changes in interpretation processes
Students also reported changes in the way they approached literary texts after engaging with fantastic
literature. Several participants indicated that they had previously searched for a single correct
interpretation of a story, but that their reading approach became more flexible after the course.
One participant explained: “Before, I never analyzed the situations and characters, but now I analyze
everything, including the setting and the details.” Another student noted: “Instead of looking for a single
meaning, I now consider different possibilities.” These reflections indicate that fantastic literature
encouraged students to adopt a more analytical and interpretative approach to reading, which aligns with
educational perspectives that associate literary analysis with the development of higher-order cognitive
skills (Bloom, 1956).
Transferability of analytical skills
Finally, students were asked whether the interpretative abilities developed through fantastic literature
could be applied to other academic disciplines. All participants agreed that the skills practiced while
analyzing fantastic narratives could be useful in fields such as science, philosophy, and social studies.
According to the participants, fantastic literature encourages readers to question assumptions, analyze
different perspectives, and evaluate multiple explanations. These abilities correspond closely to key
components of critical thinking (Fisher, 2011). Overall, the results suggest that fantastic literature can
function as an effective pedagogical tool for promoting analytical reading and critical thinking in the
context of English language learning.
I+D Internacional- Revista Científica Académica
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.55
As illustrated in Figure 3, the highest average score corresponds to the statement related to interpreting
multiple perspectives, which obtained the maximum average score among participants. Other highly
rated items include questioning what is considered normal or logical, identifying symbolic meanings,
and feeling comfortable questioning assumptions during academic discussions.
Figure 4
Students’ perceptions of critical thinking development through fantastic literature
These results suggest that students perceive fantastic literature as a valuable tool for strengthening
critical reading skills. The genre appears to encourage readers to evaluate narrative evidence, analyze
symbolic meanings, and consider alternative explanations for the events described in the text.
Changes in interpretation processes
Students also reported significant changes in the way they approach literary texts after engaging with
fantastic literature. Several participants explained that they previously searched for a single correct
interpretation of a story, whereas after the course they became more open to considering multiple
possible meanings.
Some students also reported paying greater attention to narrative details such as tone, atmosphere, and
symbolic elements. Others mentioned that they now question the reliability of narrators and characters
more frequently, recognizing that narrative perspectives may influence how events are presented in the
story. These reflections indicate that fantastic literature can encourage a more analytical and reflective
reading process, which is closely related to the development of critical thinking skills.
Transferability of analytical skills
Finally, students were asked whether the interpretative abilities developed through fantastic literature
could be applied to other academic disciplines. All participants indicated that they believed the skills
practiced while analyzing fantastic narratives could be useful in fields such as science, philosophy, and
social studies.
CONCLUSIONS
The purpose of this study was to analyze the role of fantastic literature as a pedagogical tool for the
development of critical thinking in students learning English as a foreign language. Based on the analysis
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.55
As illustrated in Figure 3, the highest average score corresponds to the statement related to interpreting
multiple perspectives, which obtained the maximum average score among participants. Other highly
rated items include questioning what is considered normal or logical, identifying symbolic meanings,
and feeling comfortable questioning assumptions during academic discussions.
Figure 4
Students’ perceptions of critical thinking development through fantastic literature
These results suggest that students perceive fantastic literature as a valuable tool for strengthening
critical reading skills. The genre appears to encourage readers to evaluate narrative evidence, analyze
symbolic meanings, and consider alternative explanations for the events described in the text.
Changes in interpretation processes
Students also reported significant changes in the way they approach literary texts after engaging with
fantastic literature. Several participants explained that they previously searched for a single correct
interpretation of a story, whereas after the course they became more open to considering multiple
possible meanings.
Some students also reported paying greater attention to narrative details such as tone, atmosphere, and
symbolic elements. Others mentioned that they now question the reliability of narrators and characters
more frequently, recognizing that narrative perspectives may influence how events are presented in the
story. These reflections indicate that fantastic literature can encourage a more analytical and reflective
reading process, which is closely related to the development of critical thinking skills.
Transferability of analytical skills
Finally, students were asked whether the interpretative abilities developed through fantastic literature
could be applied to other academic disciplines. All participants indicated that they believed the skills
practiced while analyzing fantastic narratives could be useful in fields such as science, philosophy, and
social studies.
CONCLUSIONS
The purpose of this study was to analyze the role of fantastic literature as a pedagogical tool for the
development of critical thinking in students learning English as a foreign language. Based on the analysis
I+D Internacional- Revista Científica Académica
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.56
of students’ responses, the findings suggest that the use of fantastic narratives in the classroom can
encourage a more active and reflective reading process in which learners engage in interpretation,
questioning, and evaluation of textual information.
One of the most significant conclusions of the study is that the characteristic ambiguity of fantastic
literature promotes analytical reading practices. The hesitation between natural and supernatural
explanations forces readers to evaluate narrative evidence, question assumptions, and consider multiple
interpretations of the events presented in the text. This interpretative process encourages students to
move beyond surface-level comprehension and engage in deeper analysis of narrative elements such as
symbolism, narrative perspective, and contextual clues.
Another important finding is that students perceive fantastic literature as a genre that stimulates
intellectual curiosity and interpretative flexibility. Participants reported that reading these stories helped
them tolerate uncertainty, recognize symbolic meanings, and analyze events from different perspectives.
These skills are closely related to the development of critical thinking, as they require readers to examine
information carefully and avoid accepting interpretations without reflection.
Furthermore, the results indicate that the analytical skills developed through the reading of fantastic
literature may extend beyond the literature classroom. Students expressed the belief that the
interpretative strategies practiced during the course could also be applied in other academic fields,
particularly in disciplines that require the evaluation of complex ideas, multiple explanations, and
diverse perspectives.
From a pedagogical perspective, the findings highlight the potential of fantastic literature as a valuable
resource in English language teaching. By exposing students to narratives that challenge conventional
notions of reality, educators can create learning environments that promote inquiry, interpretation, and
discussion. In this sense, fantastic literature can function not only as a tool for language development
but also as a means of strengthening higher-order cognitive skills.
Finally, although the study provides valuable insights into students’ perceptions of fantastic literature
and critical thinking, it is important to acknowledge certain limitations. The research was conducted
with a relatively small number of participants within a single course context. Future research could
expand this line of inquiry by including larger samples, different educational contexts, or comparative
studies involving other literary genres.
In conclusion, fantastic literature offers a productive framework for encouraging critical reading
practices and analytical thinking in English language learning. By engaging with narratives
characterized by ambiguity, symbolism, and interpretative uncertainty, students are invited to question
assumptions, explore multiple perspectives, and develop deeper interpretative skills that are relevant
both within and beyond the academic context.
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.56
of students’ responses, the findings suggest that the use of fantastic narratives in the classroom can
encourage a more active and reflective reading process in which learners engage in interpretation,
questioning, and evaluation of textual information.
One of the most significant conclusions of the study is that the characteristic ambiguity of fantastic
literature promotes analytical reading practices. The hesitation between natural and supernatural
explanations forces readers to evaluate narrative evidence, question assumptions, and consider multiple
interpretations of the events presented in the text. This interpretative process encourages students to
move beyond surface-level comprehension and engage in deeper analysis of narrative elements such as
symbolism, narrative perspective, and contextual clues.
Another important finding is that students perceive fantastic literature as a genre that stimulates
intellectual curiosity and interpretative flexibility. Participants reported that reading these stories helped
them tolerate uncertainty, recognize symbolic meanings, and analyze events from different perspectives.
These skills are closely related to the development of critical thinking, as they require readers to examine
information carefully and avoid accepting interpretations without reflection.
Furthermore, the results indicate that the analytical skills developed through the reading of fantastic
literature may extend beyond the literature classroom. Students expressed the belief that the
interpretative strategies practiced during the course could also be applied in other academic fields,
particularly in disciplines that require the evaluation of complex ideas, multiple explanations, and
diverse perspectives.
From a pedagogical perspective, the findings highlight the potential of fantastic literature as a valuable
resource in English language teaching. By exposing students to narratives that challenge conventional
notions of reality, educators can create learning environments that promote inquiry, interpretation, and
discussion. In this sense, fantastic literature can function not only as a tool for language development
but also as a means of strengthening higher-order cognitive skills.
Finally, although the study provides valuable insights into students’ perceptions of fantastic literature
and critical thinking, it is important to acknowledge certain limitations. The research was conducted
with a relatively small number of participants within a single course context. Future research could
expand this line of inquiry by including larger samples, different educational contexts, or comparative
studies involving other literary genres.
In conclusion, fantastic literature offers a productive framework for encouraging critical reading
practices and analytical thinking in English language learning. By engaging with narratives
characterized by ambiguity, symbolism, and interpretative uncertainty, students are invited to question
assumptions, explore multiple perspectives, and develop deeper interpretative skills that are relevant
both within and beyond the academic context.
I+D Internacional- Revista Científica Académica
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.57
REFERENCES
Bland, J. (2022). Compelling stories for English language learners: Creativity, interculturality and
critical literacy. Bloomsbury Academic.
Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals.
Handbook I: Cognitive domain. Longmans.
Cisneros Estupiñán, M., & Olave Arias, G. (2012). Redacción y publicación de artículos científicos:
Enfoque práctico. Ecoe Ediciones.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and
mixed methods approaches (5th ed.). Sage.
Dörnyei, Z. (2022). Questionnaires in second language research: Construction, administration, and
processing (3rd ed.). Routledge.
Facione, P. A. (2020). Critical thinking: What it is and why it counts. Insight Assessment.
Fisher, A. (2011). Critical thinking: An introduction (2nd ed.). Cambridge University Press.
Hillis, M., Draper, L., Hasegawa, A., & Sedaghat, M. (2024). Connecting learners to literature through
critical thinking and creativity.
Jackson, R. (2019). Fantasy: The literature of subversion (2nd ed.). Routledge. (Original work published
1981)
Jardón Gallegos, M. C., Benavides Galvez, J. B., Arana Alencastre, J. L., & Idrogo Vásquez, F. R.
(2024). Promoting critical thinking and reading comprehension in higher education students
through digital texts.
Lazar, G. (2021). Literature and language teaching: A guide for teachers and trainers. Cambridge
University Press.
Nikolajeva, M. (2010). Reading for learning: Cognitive approaches to children’s literature. John
Benjamins Publishing.
Paul, R., & Elder, L. (2020). Critical thinking: Tools for taking charge of your professional and personal
life (3rd ed.). Rowman & Littlefield.
Todorov, T. (1975). The fantastic: A structural approach to a literary genre (R. Howard, Trans.). Cornell
University Press. (Original work published 1970)
Zakaria, S. F., Tazijan, F., Che Mat, N. H., Lin, N. M., & Manap, M. R. (2025). Exploring the role
of literature in enhancing critical thinking and professional development.
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.57
REFERENCES
Bland, J. (2022). Compelling stories for English language learners: Creativity, interculturality and
critical literacy. Bloomsbury Academic.
Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals.
Handbook I: Cognitive domain. Longmans.
Cisneros Estupiñán, M., & Olave Arias, G. (2012). Redacción y publicación de artículos científicos:
Enfoque práctico. Ecoe Ediciones.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and
mixed methods approaches (5th ed.). Sage.
Dörnyei, Z. (2022). Questionnaires in second language research: Construction, administration, and
processing (3rd ed.). Routledge.
Facione, P. A. (2020). Critical thinking: What it is and why it counts. Insight Assessment.
Fisher, A. (2011). Critical thinking: An introduction (2nd ed.). Cambridge University Press.
Hillis, M., Draper, L., Hasegawa, A., & Sedaghat, M. (2024). Connecting learners to literature through
critical thinking and creativity.
Jackson, R. (2019). Fantasy: The literature of subversion (2nd ed.). Routledge. (Original work published
1981)
Jardón Gallegos, M. C., Benavides Galvez, J. B., Arana Alencastre, J. L., & Idrogo Vásquez, F. R.
(2024). Promoting critical thinking and reading comprehension in higher education students
through digital texts.
Lazar, G. (2021). Literature and language teaching: A guide for teachers and trainers. Cambridge
University Press.
Nikolajeva, M. (2010). Reading for learning: Cognitive approaches to children’s literature. John
Benjamins Publishing.
Paul, R., & Elder, L. (2020). Critical thinking: Tools for taking charge of your professional and personal
life (3rd ed.). Rowman & Littlefield.
Todorov, T. (1975). The fantastic: A structural approach to a literary genre (R. Howard, Trans.). Cornell
University Press. (Original work published 1970)
Zakaria, S. F., Tazijan, F., Che Mat, N. H., Lin, N. M., & Manap, M. R. (2025). Exploring the role
of literature in enhancing critical thinking and professional development.