The study analyse how English language teaching practices can improve students in their ability to develop both literary comprehension and critical thinking skills in addition to examining the correlation between English language proficiency, classroom performance, communicative skills, and the interest in literature learning. A quantitative study design (descriptive and correlational) is taken. Structured questionnaire is used in collecting primary data, which uses a five-point Likert scale of 150 undergraduate and postgraduate students who are selected using stratified random sampling. Statistical tools: SPSS 27 and Microsoft Excel perform the analysis of data based on the descriptive statistics, Pearson correlation, and multiple regression analysis. These results show a positive and statistically significant influence of English language teaching practices on the literary comprehension and critical thinking skills (0.684, = 0.468, = 0.001). Moreover, the English language proficiency indicates a high positive relationship with classroom contribution, and communication competency, and literature learning engagement (r =0.724, p = 0. 001). The work puts emphasis on the interactive nature of the teaching technique, analysis of text, discussions, debates and inclusive classroom practices.