VietTESOL International Convention 2026

This presentation introduces the R.A.I.S.E-U.P. approach, a structured pedagogical framework designed to embed critical thinking explicitly into short story analysis in EFL classrooms. The approach transforms critical thinking from an abstract educational goal into a sequence of practical learning stages that guide students through reflective questioning, analytical interpretation, synthesis of ideas, evaluative judgment, understanding of multiple perspectives, and personal response to literary texts. In many literature classes, students tend to rely heavily on teacher explanations and focus primarily on surface comprehension, limiting opportunities for higher-order thinking and independent interpretation. To address this issue, the study implemented the R.A.I.S.E-U.P. approach with 35 English-major students at Nong Lam University of Ho Chi Minh City using qualitative methods, including classroom observation and student interviews. The findings indicate that integrating explicit critical thinking processes into literary analysis increased student engagement, encouraged deeper textual interpretation, and improved learners’ confidence in expressing independent viewpoints during classroom discussion. Students demonstrated greater ability to question assumptions, connect textual details with broader themes, evaluate characters and situations critically, and construct more reflective responses to literature. The presentation will discuss the theoretical foundation of the approach, classroom implementation procedures, sample learning activities, and implications for integrating higher-order thinking skills into literature teaching. The study suggests that structured critical thinking instruction can foster more active, reflective, and autonomous learning in EFL literature classrooms.