This document discusses using parody-integrated teaching strategies to enhance English as a foreign language learners' critical thinking skills. It defines parody and categorizes different types. It also provides examples of how parody has been used in media education, language teaching, and other subjects. The conclusion is that parody-integrated teaching strategies can significantly improve EFL learners' critical thinking abilities.

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Keep Calm and Welcome to ASEAN-ELT: Enhancing
English as a Foreign Language (EFL) Learners’ Critical
Thinking Using Parody-Integrated Teaching Strategy
Azmi Abdul Latiff – UTHM Johor

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Introduction
 Critical thinking is considered as an expected outcome in
education especially at the tertiary level and professional
education (Cassum, Profetto-McGrath, Begum Gul, Dilshad &
Syeda, 2013).
 Enhancing learners’ critical thinking skills has been one of the
significant and dominant research areas in education (S.
Rezaei, Derakhshan, & Bagherkazemi, 2011).
 There have been many strategies used to enhance critical
thinking skills among students.

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Critical Thinking through Parody
 Defined as “a mocking imitation of the style of a literary work or
works, ridiculing the stylistic habits of an author or school by
exaggerated mimicry” (Baldick, 2008, p. 238).
 Parody works involve imitation and alteration of their original
version.

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Classifications of Parody
 Erickson (2013) categorised parody videos into four types
 Target parody- this type of parody videos direct their critique at an
original artist or work;
 Weapon parody- uses an original work to critique a third party or
phenomenon;
 Self-parody- the primary object of critique in this category is the
performer/uploader him/herself. The materials consist of a parodist
drawing attention to an aspect of their physique, personality or
social status. They may also focus was on the poor singing or
dancing ability of the parody creator;
 Non-categorised- this parody contain no clear object of critique.
This category include parody work in which the performer gave an
earnest performance without attempting to mock the original artist
or themselves. An example of these type of category is a cover
version of a song or a karaoke.

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Parody in Teaching in Learning
SUBJECT
Media education Ohta (2005) assigned students to produce parody-
integrated programmes such as news broadcasts
and TV commercials.
Language Mack (2009) parody-integrated assignment in the
teaching of theory of composition and rhetoric to
graduate students of English.
Social Studies,
Mathematics and
Science
Bintz (2011) gave some examples of teachers
creating parodies to teach the subjects.

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Famous Parodies

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Famous Parodies

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Famous Parodies

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Viral Parody :-D

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Viral Parody :-D

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Famous Parodies

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Parody Logo/Advert

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Parody Logo/Advert

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Parody Logo/Advert

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Parody Logo/Advert

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Parody Logo/Advert

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Parody Logo/Advert

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Conclusion
 Generally, it can be concluded that, parody-integrated teaching
strategy has significantly improved the EFL learners’ critical
thinking skill. The effectiveness of the strategy in enhancing
critical thinking echoes similar findings by Mack (2009), Ohta
(2005) and Seitz (2011).
 While the previous research focused on native speakers of
English and second language learners, this study has shown
that parody can also enhance critical thinking skill of EFL
students.

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