Abstract

Current research on teaching English literature to non-native speakers has not fully explored the application of pedagogical frameworks to literature instruction, particularly for American plays. This study addresses this gap by investigating how integrating cognitivist and constructivist practices enhances students’ critical thinking skills when studying Arthur Miller’s Death of a Salesman. Using qualitative methods, including interviews with thirty undergraduate students of the English department, classroom observations, and literature analysis, the research explores how combining mind-mapping and social interaction fosters reasoning, problem-solving, and meaning-making skills. The study examines how interactive in-class tasks help learners transition from lower-order to higher-order thinking skills (LOTS to HOTS). Findings indicate that integrating cognitivist and constructivist approaches with convergent and divergent assessment tasks significantly impacts the learning environment and nurtures critical thinking. Sequential lesson plans incorporating open-ended questions (OEQs), role-playing, and group brainstorming effectively develop these skills. The integration of technology further enhances engagement and cognitive development. This research contributes to understanding how specific learning theories can enhance critical thinking in literature education for non-native English students, offering strategies for creating student-centered environments, continuous assessment, and cultural contextualization. These findings will assist educators in effectively applying cognitivist and constructivist methods in teaching American plays.