While extensive studies have explored issues of teaching critical reading in English as a foreign language (EFL) classes, there is a paucity of research that examines teacher educators’ conceptions of teaching critical reading in the EFL contexts. To fill the gap, this phenomenological study probes into EFL teacher educators’ experiences in teaching critical reading. It specifically looks at teacher educators’ conceptions of teaching critical reading and how their teaching practices contribute to the development of students’ critical reading skills. Data were generated through in-depth interviews with nine teacher educators in a private university in Malang, Indonesia. Findings suggest that the teacher educators’ conceptions of teaching critical reading, as geared by their lived experiences, involve basic conceptions of teaching critical reading, teaching critical reading from a philosophical lens, and critical thinking empowerment in reading classes. The study also documents that t...

Researchers believe that awareness and monitoring of one's comprehension processes are critically important for skilled reading. A major issue in education today is the concern about students' ability to read critically and to evaluate the material. This study was designed to investigate the impact of teaching critical reading strategies on the development of critical reading ability of EFL learners. To this end, 60 third semester Iranian college students of Islamic Azad University, Qom branch, majoring in English translation, aged between 21 and 36 were selected to participate in this study. They were assigned to two experimental and control groups after being homogenized through a Nelson test. After the pretest, the same content (10 reading texts) was taught to both groups with the only difference that the experimental group was taught critical reading strategies such as annotating, questioning, outlining, summarizing, and inferencing while in the control group the common ...

The purpose of this study is to enhance awareness about critical reading strategies among English language learners in public sector schools. The current study focused on high school English language learners and their level of understanding towards critical reading strategies. The nature of the current study is qualitative, in this study teacher researcher had observed that EFL learners, they were unaware about the use of critical reading strategies at secondary school level. This study is purely an action research conducted into three phases by using Stringers (2007) action research cycles. In first phase teacher researcher had analyzed the content of critical reading exercises from textbook published by Sindh textbook board Jamshoro. In the second phase researcher observed the research participants through observation checklist. In the third phase teacher researcher conducted the semi-structured interviews. In last to ensure the validity of data researcher had triangulated the collected data. The data collected in first phase was analyzed through content analysis using Tovani (2000) critical reading model. Moreover the data collected through observation checklist and semi-structured were analyzed through thematic analysis using Braun and Clarke model (2006). The results revealed that critical reading promotes critical reading comprehension, it helps in understanding the meaning behind the text. It is deduced from interviews data that EFL learners' comprehension level was low due to lack of critical reading strategies.

In this theoretical paper, the discussion would focus on the importance of reading skills, reading strategies, and metacognitive skills and strategies. These skills and strategies should be given emphasis when teaching reading in schools in order for us to help students develop critical reading skills. Therefore, it is vital for us to understand the theoretical concept of what is meant by these three terms and why is it so important for teachers to adopt them when teaching reading to students. It is hoped that at the end of the discussion, we could see the correlation between reading skills, reading strategies, and metacognitive skills and strategies in our objective to develop critical readers among students in schools. Reading skills, reading strategies, and metacognitive skills and strategies are not to be taught in isolation. With these skills and strategies, students will better understand whatever text given to them. Teachers should employ these strategies in order for the tea...

Promoting critical thinking skills should adapt to critical thinking strategies. The determined investigation aimed to pinpoint groups' attention to the applying dominant popular Critical Reading Strategies, how to apply critical reading strategies (CRS), and how to handle challenges and benefits in critical reading comprehension class. This investigation was disseminated by supervising interview and assigning survey to eighty-four pupils of UIN SATU Tulungagung who joined Critical Reading Comprehension Class by approving qualitative way. This study revealed that the Journaling rank first, Stop, Paraphrase, Questioning as well as Annotation and Marking the text as the second; but practicing several critical reading strategies frequently such as inferring, monitoring understanding, paraphrasing, critical lens, contrarian are desirable to boost students' critical reading skill. Admitting of arising challenges, equally the capacity of analysing data, ascertaining writers' intentions; evaluating the author's arguments, they claim that their skill of learning critical reading comprehension are getting enhanced through applying suitable CSR practice deploying cognitive process, cultures and linguistic.

This thesis reports on the effectiveness of a program which attempted to synthesize classroom practices informed by critical thinking, critical literacy and critical pedagogy in teaching reading to students who were learning English as a foreign language in a private university, in Bandung, West Java. The study utilized a qualitative research design, taking the characteristics of a case study. The data were obtained from several sources: 1) a teaching phase in which the researcher acted as a teacher, 2) questionnaires which were distributed at the beginning of the program to identify the students’ background in English language and also their basic knowledge in critical reading. The results of the questionnaire were used to determine the sequence of the teaching program and also the approach towards each student during the program, 3) collection of students’ works in various phases of the teaching program, by distributing a set of critical reading questions in every meeting which wa...