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Critical thinking skills always have positive impact on students' learning. The purpose of present study was to observer students' use of critical thinking skills during classroom discourse through the study of English literature. Sampling consisted of 102 students of M.A English with three subject lecturers. Two instruments were used for data collection. The data were analyzed to see quantitative results. The findings revealed that reading literature with an ELT lecturer improved students’ use of critical thinking skills. This effect was also due to the students’ active and critical participation that resulted in highest level of critical discourse. Particularly, overall findings revealed that English literature students exhibit critical thinking skills but they needed more motivation, reinforcement and insistence from subject lecturers’ end. Findings also revealed that students should not remain silent in classroom discourse therefore teaching background played a significant role in developing students’ critical thinking skills.