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Critical reading and cultural awareness are crucial for students for academic success and becoming global citizens. However, Thai students have a lack of critical abilities in academic performance and little understanding of other cultures. This research aimed to investigate the effects of the use of literature in Intercultural Language Teaching and Learning (ILTL) on Thai students’ critical reading skills and cultural awareness. Twenty Thai high school students studied for 30 hours with four cultural short-stories. The data was collected from critical reading quizzes, pre- and post-tests, journals, and analyzed by mean scores and paired sample test. The results showed that the use of literature in Intercultural Language Teaching and Learning helped to develop critical reading skills and cultural awareness. Through classroom activities such as comparison and group discussions with guided questions, students were able to identify and evaluate cultural products, practices, and perspectives, despite a lack of English skills. Through the recirculating teaching framework sequence of comprehending, comparing, evaluating, and collaborating, critical reading skills and cultural awareness can be taught and improved.
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