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Journal articles on the topic 'Critical reading strategies'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Amriloyevna, Ruziyeva Mayram. "MODELING LESSONS USING CRITICAL THINKING DEVELOPMENT STRATEGIES." European International Journal of Pedagogics 4, no. 11 (2024): 84–89. http://dx.doi.org/10.55640/eijp-04-11-19.

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This article highlights the positive aspects of implementing the “Critical Thinking through Reading and Writing” technology in elementary school lessons on literary reading, the surrounding world, and the Russian language.

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Faiq, Aseel Muhammad, and Bekhal Latif Muhealddin. "The Effect of Teaching Critical Reading Strategies on Kurdish EFL Learners Reading Comprehension." Journal of Zankoy Sulaimani Part (B - for Humanities) 20, no. 3 (2000): 613–34. http://dx.doi.org/10.17656/jzsb.10929.

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Rohmah, Galuh Nur. "CRITICAL READING: STUDENTS’ PROBLEMS, STRATEGIES, AND REFLECTIONS." J-ELLiT (Journal of English Language, Literature, and Teaching) 2, no. 1 (2018): 20. http://dx.doi.org/10.17977/um046v2i1p20-24.

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Critical reading has been considered as the highest level of reading behavior for English Department students. Students are expected to be able to critically read both non-fiction and fiction texts. This situation, for sure, has made EFL students face lot of problems. This study is intended to reveal students’ problems, strategies, and reflections on critical reading. Revealing those three points becomes an academic effort to add knowledge about critical reading in the EFL reading comprehension course context. This study is approached through a descriptive qualitative research design which pri

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Hakim, Lystiana Nurhayat, Etika Rachmawati, and Sundari Purwaningsih. "Teachers' Strategies In Developing Students' Critical Thinking And Critical Reading." Pedagogia : Jurnal Pendidikan 10, no. 1 (2020): 11–19. http://dx.doi.org/10.21070/pedagogia.v10i1.1036.

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Critical thinking in the education of Indonesia has not been well socialized; students also tend to accept information without evaluating it first and change ideas uncritically. This case is very detrimental. Therefore, teacher plays an important role in developing stu- dents' critical thinking and critical reading ability. The puropse of this study is to find out teachers' strategies in improving students' critical thinking and critical reading ability. This study used qualitative research design, interview and questionaire was used asa research instruments in this study. The results of this

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Bakhtiyorovna, Bektosheva Durdonakhon. "EFFECTIVE STRATEGIES OF IMPROVING READING COMPREHENSION." American Journal of Philological Sciences 4, no. 6 (2024): 100–104. http://dx.doi.org/10.37547/ajps/volume04issue06-21.

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This article explores effective strategies for improving reading comprehension. Reading comprehension is crucial for academic success, professional advancement, and personal growth. The article begins by emphasizing the importance of reading comprehension and then provides an overview of various strategies for enhancing it. Additionally, the article provides exercises to enhance critical thinking skills, such as Socratic questioning, argument analysis, and evidence evaluation. By incorporating these strategies into their reading routine and practicing regularly, readers can improve their compr

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Royani, Ida, and Heni Arwida. "Critical Reading for Self-Critical Writing." Syntax Literate ; Jurnal Ilmiah Indonesia 6, no. 2 (2021): 1252. http://dx.doi.org/10.36418/syntax-literate.v6i2.5111.

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This study aims at exploring students’ critical reading strategies and explaining how their critical reading encounters critical writing. It is due to students were lack of confidence in their ability to challenge the arguments and evidence put forward by respected academics author. The qualitative design was established by Gay and Airasian (2012) by delivering open and closed ended questions through Google forms and analyzing corpus based on students’ proposal text. Then, it had been analyzed by using cyclical steps; reading, describing, clarifying and interpreting. Based on the data, firstly

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Allayev, Zafar Mengboyevich. "THE ROLE OF CRITICAL READING STRATEGIES IN TEACHING ENGLISH." Multidisciplinary Journal of Science and Technology 4, no. 6 (2024): 682–87. https://doi.org/10.5281/zenodo.12608219.

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This articles discusses and summaries a number of reading strategies that helps language learners how read texts and analyze them critically, and suggests some useful strategies to improve reading comprehension.

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Fazliddinovich, Mansurov O'lmas. "Strategies for Speed Reading and Improving Comprehension." American Journal Of Social Sciences And Humanity Research 5, no. 5 (2025): 179–80. https://doi.org/10.37547/ajsshr/volume05issue05-45.

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This article discusses key strategies that enhance reading speed while maintaining or improving comprehension. In the modern era of information overload, the ability to read efficiently is a critical academic and professional skill. Speed reading involves more than just reading quickly it requires a strategic approach to text that minimizes subvocalization, encourages visual chunking, and improves focus. The article also emphasizes the importance of comprehension as the ultimate goal of reading. Practical methods such as skimming, scanning, previewing, and summarizing are examined in detail to

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Nurhayati, Dwi Astuti Wahyu. "The EFL Students’ Viewpoints on the Contributing Critical Reading Strategies in Critical Reading Comprehension Class." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 8, no. 2 (2023): 295. https://doi.org/10.21093/ijeltal.v8i2.1629.

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Promoting critical thinking skills should more 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), 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, St

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Sefta Femilia, Praptika. "Critical Reading Strategies Employed by Good Critical Readers of Graduate Students in ELT, State University of Malang." TEFLA Journal (Teaching English as Foreign Language and Applied Linguistic Journal) 1, no. 1 (2018): 30–34. http://dx.doi.org/10.35747/tefla.v1i1.352.

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The objective of the study was to find out how good critical readers employed their critical reading strategies and what model of reading shown by these strategies. Qualitative approach was applied in this study with case study as the research design. This study involved three good critical readers determined by the result of reading comprehension test given. The data were collected through retrospective think aloud and in depth interview. This study reveals that these three good critical readers employed nine critical reading strategies which consist of strategies for constructing the meaning

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Putri Rahmasari, Andini, and Sunarti. "Investigating the Role of Critical Reading Strategies in Developing Students’ Reading Comprehension." Journal of English Language Learning 8, no. 1 (2024): 518–29. http://dx.doi.org/10.31949/jell.v8i1.9854.

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This study investigates the role of employing critical reading strategies on the reading comprehension development of high school students. The primary objective is to examine how critical reading strategies affect students' reading comprehension abilities in the classroom. The research utilizes a quantitative approach to assess the influence of critical reading strategies on students' reading comprehension, complemented by a descriptive analysis of the implementation of these strategies and their effects on students' reading progress. A within-subject design was employed, with participants un

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Kökçü, Yelda. "Critical Reading Self-Efficacy and Metacognitive Reading Strategies: A Relational Study." International Journal of Progressive Education 19, no. 1 (2023): 47–61. http://dx.doi.org/10.29329/ijpe.2023.517.4.

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Bozgun, Kayhan, and Fatih Can. "The Associations between Metacognitive Reading Strategies and Critical Reading Self-Efficacy: Mediation of Reading Motivation." International Journal on Social and Education Sciences 5, no. 1 (2023): 51–65. http://dx.doi.org/10.46328/ijonses.383.

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The aim of this study is to test the mediation of reading motivation between preservice teachers' metacognitive reading strategies and critical reading self-efficacy. For this purpose, a sample of 482 preservice teachers studying at the education faculty of a state university located in a city center in the Central Black Sea Region in the spring semester of the 2019-2020 academic year. Participants were determined by convenience sampling method. Self-efficacy Perception Questionnaire about Critical Reading Skills, Metacognitive Reading Strategies Scale and Adult Reading Motivation Inventory we

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مصطفى, سالى محمد سعد الدين. "Improving the Engineering Students’ Critical Thinking Skills in English Reading Texts through Critical Reading Strategies." مجلة کلية التربية. بنها 34, no. 135 (2023): 1–56. http://dx.doi.org/10.21608/jfeb.2023.238625.1764.

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Møllegaard, Kirsten. "Graphic Narratives as Literature: Strategies for Critical Reading." International Journal of the Humanities: Annual Review 11, no. 1 (2014): 123–32. http://dx.doi.org/10.18848/1447-9508/cgp/v11/43962.

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Khalaf, Omar Nasralla. "The Effect of Teaching Critical Reading Strategies on Iraqi EFL Learners’ Vocabulary Achievement." Journal of Zankoy Sulaimani Part (B - for Humanities) 16, no. 3 (2000): 321–42. http://dx.doi.org/10.17656/jzsb.10493.

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Josie, E. Alpitche-Bunda, and E. Pineda Phd Jesusa. "Reading Difficulties and Reading Strategies of Grade 10 Students in the New Normal." International Journal of Social Science And Human Research 06, no. 03 (2023): 1634–37. https://doi.org/10.5281/zenodo.7748302.

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This study utilized the descriptive research design to determine the reading difficulties of one hundred Grade 10 students who scored the least in the reading inventory in a public high school in Negros Occidental in the School Year 2021-2022 in terms of vocabulary and reading comprehension. Furthermore, their reading strategies were investigated. To solicit suggestions for building better reading skills, fifty of the selected respondents were interviewed through convenience sampling. The results reveal the following: (a) The students had difficulty understanding specialized words; (b) The stu

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Seng, Hui Zanne, Nor Azhar Mohd Taib, Muhammad Usamah Mohd Ridzuan, and Norliza Che Mustafa. "Reading Difficulties and Reading Strategies among French Learners in Malaysia." e-Jurnal Penyelidikan dan Inovasi 12, no. 1 (2025): 24–40. https://doi.org/10.53840/ejpi.v12i1.216.

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In the global context, the acquisition of foreign language skills is increasingly vital for effective communication. However, learners often face challenges in achieving language proficiency and academic success, with reading difficulties identified as a critical obstacle. Reading, a critical receptive skill, demands decoding for effective comprehension. Insufficient reading abilities can lead to subpar academic achievement and misinterpretation of information, highlighting the necessity of implementing effective reading strategies. This study addresses the lack of research on reading difficul

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Yu, Jinhong. "Analysis of Critical Reading Strategies and Its Effect on College English Reading." Theory and Practice in Language Studies 5, no. 1 (2015): 134. http://dx.doi.org/10.17507/tpls.0501.18.

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Agasi, Kleada. "Improving Critical Thinking by Using the Right Strategies and Techniques." Interdisciplinary Journal of Research and Development 11, no. 1 (2024): 140. http://dx.doi.org/10.56345/ijrdv11n120.

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Teaching is is a concept that in different disciplines can be conveyed in different forms and with different techniques. English is important because in addition to the fact that it acquires knowledge, the fact that it is a subject that also requires vocabulary study. One of the rubrics of thinking about a foreign language is reading. Reading is an activity with benefits. Reading is part of critical thinking, on the other hand, it includes a multitude of complex skills. The purpose of this study is to encourage guided reading by stimulating critical thinking and to determine some teaching meth

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Traga Philippakos, Zoi A., Hailey Mathison Wilson, and Karen Picerno. "Strategies for Problem Solving, Critical Analysis, and Goal Setting." Educational Practice and Theory 43, no. 1 (2021): 41–55. http://dx.doi.org/10.7459/ept/43.1.04.

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Problem solving requires the application of critical reading and thinking skills and the use of relevant strategies to reach a solution. Independent learners are able to apply taught strategies across contexts and often complete challenging tasks unassisted. The purpose of this paper is to explain how a process of analysis of assignments and evaluation can be applied in reading, writing, and with modifications in mathematics. This work draws on genre-based strategies, on oral language and dialogic pedagogy, and demonstrates how they can be applied across the curriculum to support students’ tra

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Mahayanti, Ni Wayan Surya, Ni Komang Arie Suwastini, Putu Nancy Riastini, Dzul Rachman, and Abd Rajab. "On Becoming 21st Century Reading Educators: “Are Teacher Educators and the Curriculum Critical Enough in Critical Reading Instruction?”." Jurnal Pendidikan Bahasa Inggris undiksha 13, no. 1 (2025): 32–43. https://doi.org/10.23887/jpbi.v13i1.85454.

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Reading critically empowers students' learning for justice, equality and coherence in their lives and in society as a whole. Unfortunately, student teachers and faculty members continue to struggle with enhancing their critical reading and skills. Therefore, it is essential to conduct a formative assessment of critical reading instructors and the curriculum. This study identifies the lecturers' perceptions of the concept of a critical reading course and assesses whether the learning outcomes of critical reading meet the critical reading dimension and the heutagogy principle. Employing qualitat

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Munawaroh, Lavifatul. "The Impact of Teacher Teaching in Developing Critical Thinking on Students' Critical Reading Ability." Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan 18, no. 2 (2024): 1217. http://dx.doi.org/10.35931/aq.v18i2.3397.

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<p>Researchers believe that awareness and monitoring of comprehension processes are very important for developing one's reading skills. One of the main issues in the world of education today is concern about students' ability to read critically and evaluate the material they read. This research aims to investigate the impact of teacher teaching in developing critical thinking on students' critical reading abilities. To achieve this goal, we selected 50 students from private high schools with an age range of 16-18 years as research participants. They were then divided into two groups, nam

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Insua, Glenda. "Review of Teaching Critical Reading: Strategies for Academic Librarians." Journal of New Librarianship 8, no. 2 (2023): 160–63. http://dx.doi.org/10.33011/newlibs/14/13.

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Larroque, Caitano Sabrina, and Jessica Vega-Abarzúa. "Fostering reading habits: Challenges, strategies, and the role of the educational community." Revista Avante Educativo de Educación y Pedagogía 01, no. 01 (2025): 11–20. https://doi.org/10.5281/zenodo.14853060.

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This critical essay examines the development of reading comprehension skills in Chilean school education, focusing on fostering reading habits among students. It critically analyzes the challenges teachers face, the strategies they employ, and the role of the educational community in supporting reading development. By reviewing existing literature, educational policies, and personal experiences, the essay reflects on the limitations of current practices and explores the potential for more effective strategies. The essay argues that a collaborative approach, which includes the involvement of te

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Ikaningrum, Rini Estiyowati, Maman Suryaman, and Anita Triastuti. "A phenomenological study of EFL teachers’ experiences in teaching critical reading." International Journal of Innovative Research and Scientific Studies 8, no. 4 (2025): 1474–84. https://doi.org/10.53894/ijirss.v8i4.8100.

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Critical reading plays a crucial role in developing students' critical literacy, enabling them to engage deeply with knowledge and apply it throughout their lifelong learning journey. However, there remains a lack of research exploring how teachers design and implement strategies to balance passive and active critical reading activities, particularly in EFL (English as a Foreign Language) classrooms in Indonesian higher education. This study seeks to fill this gap by examining the strategies used by English teachers to cultivate critical reading skills in university students. Using a phenomeno

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Nikolenko, O., and N. Doronina. "EFFECTIVE READING STRATEGIES FOR ESP UKRAINIAN STUDENTS." Slovak international scientific journal, no. 86 (August 12, 2024): 66–68. https://doi.org/10.5281/zenodo.13299530.

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Reading proficiency is a critical skill for professional performance. It enables effective communication, continuous learning, and problem-solving, while also enhancing productivity, career advancement, writing skills, adaptability, and expertise. The necessity for students to develop strong reading skills has motivated Ukrainian educators to implement various techniques in teaching ESP reading and examine the impact of these techniques on enhancing the reading abilities of Ukrainian students. This article discusses recent developments and current issues in acquiring reading skills through str

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Patcharapiyakul, Naruemol, and Piyapong Promnont. "ENHANCING CRITICAL READING SKILLS OF SIXTH GRADE STUDENTS USING SCAFFOLDING AND SQ4R STRATEGIES." Journal of Education and Innovation 27, no. 2 (2025): 35–53. https://doi.org/10.71185/jeiejournals.v27i2.279167.

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The objectives of this research were to 1) develop a reading instruction program based on the scaffolding approach and the SQ4R strategies for sixth grade students, 2) study sixth grade students’ critical reading ability before and after the experiment using the developed reading instruction program and 3) investigate the students’ development of critical reading ability from learning through the reading instruction program. The sample in this research was sixth grade students and the cluster random sampling was used in this study through a sampling unit method from nine classrooms into one cl

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Talitha Ayu Ramadhani, Him'mawan Adi Nugroho, and Widyastuti. "EXPLORING THE ADVANTAGES OF CRITICAL READING STRATEGIES IN UNDERGRADUATE THESIS PROPOSAL DEVELOPMENT." Paramasastra 11, no. 1 (2024): 157–68. https://doi.org/10.26740/paramasastra.v11n1.p157-168.

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This study explores the advantages of critical reading strategies in the development of undergraduate thesis proposals. Using a qualitative research approach, six undergraduate students from a university in Surabaya were interviewed to gather insights into their experiences. The findings reveal that critical reading strategies play a significant role in supporting students throughout the thesis proposal writing process. Participants reported that these strategies help them understand and evaluate articles for use as sources, sort relevant citations, formulate hypotheses, and draft well-structu

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Saxatova, Iroda, and Saodat Mannonova. "Developing students reading competence through cognitive strategy." Journal of Science-Innovative Research in Uzbekistan 3, no. 4 (2025): 371–75. https://doi.org/10.5281/zenodo.15283279.

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In modern education, developing reading competence is critical for language learning. This article examines how cognitive strategies—such as prediction, summarizing, questioning, and clarifying—enhance students’ reading comprehension and analytical skills. It emphasizes metacognitive awareness and active reading techniques to foster deeper text engagement. A review of pedagogical approaches and classroom practices underscores the importance of strategic instruction in cultivating autonomous, confident readers. Findings indicate that systematic integration of cognitive strateg

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UTKU BILICI, Ozlem, Gonca SUBASI, and Emrah DOLGUNSOZ. "THE EFFECTS OF STRATEGY TRAINING ON THE USE OF GLOBAL READING STRATEGIES: IMPLICATIONS FROM THINK-ALOUD AND EYE-TRACKING DATA." Turkish Online Journal of Distance Education 24, no. 3 (2023): 1–20. http://dx.doi.org/10.17718/tojde.1097449.

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Considering the critical role of readings strategies in L2 reading this study aimed to investigate the impact of strategy training on Turkish EFL learners’ use of global reading strategies. 23 freshmen, enrolled in the ELT Department, participated in the study, and the data were collected through eye tracking and thinkaloud protocols. The results are encouraging for the use of reciprocal teaching, one of the comprehensionenhancing approaches to teach reading, in the EFL contexts. Eye tracking results, hand in hand with the think-aloud protocols’ findings, revealed that the participants utilise

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Ashford, Rowena. "The Role of Interactive Reading Strategies in Enhancing Reading Comprehension of Lower Primary Students." Research and Advances in Education 3, no. 12 (2024): 46–53. https://doi.org/10.56397/rae.2024.12.07.

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Reading comprehension is a critical skill for young learners, laying the foundation for academic success and lifelong learning. This paper explores the role of interactive reading strategies in enhancing the reading comprehension of lower primary students in the United Kingdom. These strategies, which emphasize active participation, collaboration, and critical engagement with texts, have demonstrated significant potential in addressing the cognitive, social, and emotional dimensions of literacy development. The study examines key components such as questioning, predicting, visualizing, and gro

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Fitrawati, Fitrawati, and Hermawati Syarif. "Reading Strategies Used by College English Students." INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY 1, no. 1 (2021): 6–14. http://dx.doi.org/10.24036/ijolp.v1i1.7.

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The research was aimed to acknowledge and know the reading strategies and in what stage the students mostly used reading methods by English Language and Literature major students, English Department, Universitas Negeri Padang. This research used descriptive quantitative. The population was the students who had taken and passed Basic Reading, Intermediate Reading, Advanced Reading, and Critical Reading and the sample of the research was 228 students of the total population. In collecting the data, the researcher asked the students to fill out the questionnaire given by the researcher. The resul

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Park, Soyoung. "A Study on the Reading Class Model Utilizing Book Marketing Strategies." Korean Society of Culture and Convergence 45, no. 6 (2023): 1–16. http://dx.doi.org/10.33645/cnc.2023.06.45.06.01.

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This paper proposes a new reading class model that promotes integrated thinking and encourages independent reading. The proposed model enhances learners' creative, critical thinking, reading, and communication skills by developing ideas and sales strategies for book content and promotional materials. It fosters problem awareness, generates creative ideas, and verifies new concepts. By incorporating book marketing strategies, these reading classes stimulate diverse opinions and alleviate traditional class-related prejudices. Survey results among learners confirm the positive impact of this mode

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Downs, Doug. "Critical Reading in a Screen Paradigm." Pedagogy 21, no. 2 (2021): 205–24. http://dx.doi.org/10.1215/15314200-8811398.

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Abstract An important step in teaching critical reading for online civic reasoning is building teachers’ own acceptance of and comfort with screen literacies, understanding them not as alternative to gold-standard book literacies but as normative. To do so, teachers must better understand how web-based texts, and the reading of them, differ from the “classical” critical reading most teachers are used to. This article examines the “quantum” nature of web-based texts—their fundamental instability, their reader constructedness, and their nature as processes rather than objects—and relates these f

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ZENKI-DALIPI, Arbresha. "EFFECTIVE EARLY READING COMPREHENSION STRATEGIES." International Journal of Albanology - ALBANOLOGJIA 11, no. 21-22 (2024): 36–43. http://dx.doi.org/10.62792/ut.albanologjia.v11.i21-22.p2583.

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The avalanche of changes that constantly attack education imposes on us the indisputable need to change the way of reorganizing the structure of the lesson, they require new creative approaches according to the needs, interests, and possibilities of the students. Such opportunities allow devices with systematic and operational knowledge which will enable them to use them in different situations when solving problems in a creative way, specifically through the implementation of different strategies. The writing elaborates the effective strategies of reading comprehension as an integral didactic

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El-Maghraby, AL-Shaimaa Abdullah. "The Effectiveness of Utilizing Critical Reading Strategies on Enhancing FL Freshmen̓ Reading Comprehension Skills." CDELT Occasional Papers in the Development of English Education 81, no. 1 (2023): 173–90. http://dx.doi.org/10.21608/opde.2023.298830.

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Afifah, Wiwiek, Soeharto Soeharto, Tri Rina Budiwati, and Zanuwar Hakim Atmantika. "Enhancing Reading Abilities: Exploring the Interrelationships among Speed, Critical, and Creative Reading through Classroom-Based Action Research." Lectura : Jurnal Pendidikan 14, no. 2 (2023): 314–26. http://dx.doi.org/10.31849/lectura.v14i2.14926.

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When students have good level of speed, critical and creative reading abilities, they will easily understand scientific knowledge and able to understand big volume of reading sources. However, most of teaching reading are dominated with conventional methods emphasizing on reading with question-and-answer. For the reasons, this study explores how do reading skills for speed, critical, and creative interrelate to one another, what specific techniques can be applied to enhance the level of students’ speed, critical, and creative reading abilities, and how were the three readings skills interrelat

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Risco, Edelita. "Development of critical reading and its contribution to reading comprehension." Journal of Advances in Education, Sciences and Humanities 1, no. 1 (2023): 1–5. https://doi.org/10.5281/zenodo.14601883.

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The current reality of Ecuadorian educational institutions demands urgent changes in the development of the subject of Language and Literature that favor special attention to the act of reading and, therefore, reading comprehension. Therefore, this research aimed to develop a didactic strategy for developing reading comprehension in students in the eighth year of Higher Basic Education at the Elías Cedeño Jerves Educational Unit in Canoa, San Vicente, Manabí. So, it is framed in the qualitative methodology under the case study method. The key informants were thirty eighth-

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Suh, Emily K. "Feature: Teaching Reading as Raciolinguistic Justice: (Re)Centering Reading Strategies for Antiracist Reading." Teaching English in the Two-Year College 50, no. 2 (2022): 116–31. http://dx.doi.org/10.58680/tetyc202232296.

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Antiracist education practices have gained increasing attention. Oftentimes, however, descriptions of this work fail to explicate the role of reading skills in students’ critical engagement with diverse texts. I explore the potential of metacognitive reading strategy instruction as a form of foundational literacy skills development for engaging in antiracist reading. Drawing from my experiences as a female of color and a coordinator and instructor of integrated reading and writing, I expand upon the concept of raciolinguistically just reading instruction, describing how students can document t

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Renandya, Willy A., Thi Thuy Minh Nguyen, and George M Jacobs. "Engaging with Text: Strategies for Critical Reading in TESOL Assignments." LEARN Journal: Language Education and Acquisition Research Network 17, no. 2 (2024): 1–16. http://dx.doi.org/10.70730/keuf7223.

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The aim of this article is to assist TESOL learners in effectively delving into professional literature for both their coursework and future teaching endeavors. It begins by addressing common challenges in critical reading faced by TESOL students, such as complex and technical language, varied writing styles and a lack of familiarity with TESOL theories and contexts. It then offers practical guidelines to help students identify and analyze relevant literature, evaluate evidence and claims, and apply theories in practical classroom contexts. Serving as a practical resource, this article is inte

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DU, Elizabeth Bunga, Joko Nurkamto, Nunuk Suryani, and Gunarhadi Gunarhadi. "Enhancing Critical Reading Through Metacognitive Scaffolding in Flipped-Classroom." World Journal of English Language 14, no. 6 (2024): 297. http://dx.doi.org/10.5430/wjel.v14n6p297.

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Critical reading is paramount for students to comprehend texts efficiently during and beyond their academic studies. Searching for and filtering information is crucial in distinguishing between important and unimportant content. Despite its significance, students often lack proper instruction in critical reading, highlighting a need for effective learning models. The Metacognitive, Scaffolding in Flipped Classroom (Ms-Flics) model addresses this gap by combining metacognitive reading and scaffolding strategies in a flipped classroom. This study evaluates the model’s efficacy in enhancing stude

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qizi, Mardanova Zilola Fatxullo. "DEVELOPING READING COMPETENCE IN A FOREIGN LANGUAGE: STRATEGIES, DEFINITIONS, AND MODERN PERSPECTIVES." International Journal of Pedagogics 4, no. 11 (2024): 278–83. https://doi.org/10.37547/ijp/volume04issue11-54.

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This article explores the multifaceted nature of reading competence in a foreign language, emphasizing its linguistic, cognitive, and socio-cultural dimensions. Drawing from the insights of renowned scholars, it highlights the complexity of reading as an interactive process that involves decoding, comprehension, and critical analysis. The discussion underscores the importance of metacognitive strategies, such as self-regulation and monitoring, to enhance reading comprehension and engagement. Additionally, the article addresses the evolving role of digital literacy in the context of reading, re

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Nu-Ri, Kim. "Reading Strategies and Text Analysis Using Critical Discourse Analysis (CDA)." Journal of reading research 35 (May 30, 2015): 319–42. http://dx.doi.org/10.17095/jrr.2015.35.11.

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Ibrahim, Nizar Kamal. "Can Cognitive Strategies be Incorporated in a Critical Reading Course?" Studies in English Language Teaching 2, no. 4 (2014): 333. http://dx.doi.org/10.22158/selt.v2n4p333.

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<em>This study examined the effect of training in cognitive reading strategies in the context of critical literacy. Thirty students enrolled in a critical analysis course at a Lebanese university participated in the study. For three months, the participants received instruction based on a critical literacy model during which they were trained in summarizing, paraphrasing, using key words and discourse markers to find details and guessing meaning from context so that they comprehend the texts and read them critically. The Mixed Research Method was used in the study. In the quantitative pa

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Yellott, Roberta, Lawrence S. Dilks, Jeanette Dick, and Cheryl L. Ware. "Critical Thinking: Theories and Strategies in Reading, English, and Mathematics." Journal of College Reading and Learning 18, no. 1 (1985): 48–58. http://dx.doi.org/10.1080/10790195.1985.10850260.

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Babashamasi, Parastoo, Nooreen Binti Noordin, and Sedigheh Shakib Kotamjani. "The Effect of Teaching Metacognitive Reading Strategies on the Critical Thinking Skills of Undergraduate Students." International Journal of Applied Linguistics and English Literature 11, no. 2 (2022): 65–71. http://dx.doi.org/10.7575/aiac.ijalel.v.11n.2p.65.

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Metacognitive strategies have been investigated as facilitating tools for students’ reading comprehension. No studies have investigated the effect of systematic teaching of metacognitive reading strategies on students’ critical thinking skills. The present quasi-experimental study examined the effect of explicit metacognitive strategy instruction and critical thinking skills of ESL international freshman university students. Data were collected from two homogeneous 25-member groups of experimental and control learners randomly assigned to these groups. The experimental group and control group

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Sabuna, Erna Sefriani, Lesly N. Ndun, and Marthisa Oliva Billik. "EFL STUDENTS’ STRATEGIES TO IMPROVE THEIR VOCABULARIES IN CRITICAL READING CLASS." SAGA: Journal of English Language Teaching and Applied Linguistics 2, no. 2 (2021): 113–20. http://dx.doi.org/10.21460/saga.2021.22.102.

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This research attempts to find out students’ strategies to improve vocabularies size in Critical Reading class of second semester students at English Education Program of STKIP SoE. A descriptive qualitative method was used in this research. There were 21 students involved as the research participants and willing to be interviewed. The result of this research showed that students applied strategies, such as listening to the songs, watching movie, reading, and listing difficult words to improve their vocabularies. By applying those four strategies, students were able to understand vocabularies

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Napa-Rodríguez, Briceida Marilú. "reading habit in students' reading comprehension." International journal of linguistics, literature and culture 11, no. 2 (2025): 35–42. https://doi.org/10.21744/ijllc.v11n2.2501.

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The reading habit is related to cognitive and critical thinking skills that are essential for effective reading comprehension. The study aims to analyze the reading habit in reading comprehension, for this, the benefits of reading habits were identified, the strategies applied by teachers to strengthen reading comprehension were determined and the level of reading comprehension of the students was evaluated. A mixed approach, exploratory, inductive, and analytical, was used as a methodology, with survey, observation, and interview techniques to collect data from high school students and the La

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Sear, Korngleng. "The power of reading and strategies to develop a reading habit." Cambodian Journal of Educational Research 4, no. 2 (2024): 79–100. https://doi.org/10.62037/cjer.2024.04.02.05.

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Reading provides people and students with a great deal of benefits. It opens the window to the new world, improves students’ academic performance, expands people’s knowledge, shows the roadblocks in people’s lives, and heals mental illness. As people greatly benefit from reading, this review article aims to discuss the benefits of reading and provide suggestions to develop a reading habit. The article first discusses the power of reading, focusing on 10 critical roles of reading. It then offers several recommendations for cultivating a reading habit. The article concludes that building a readi

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