This study identifies and reviews recent research on trends in teaching methods and teaching levels for teaching critical reading skills in Thailand. Thirteen relevant studies were analyzed, including academic documents and research published between 2011 and 2022. The data were organized into two categories including the teaching methods and teaching levels. The results revealed eight popular teaching methods for teaching critical reading skills, including literature-based instruction, the group reading strategy (GRS), the QUEST analysis method, the multimodal tasks method, the content and language integrated learning (CLIL) model, the program for international student assessment (PISA) reading literacy assessment method, the applied linguistic-based method, and the survey, question, read, recite, record, react, and review (SQ5R) method. Moreover, critical reading is taught at three levels in Thailand: the university level, secondary school level, and elementary school level. This study is for those interested in finding an appropriate method for teaching critical reading in the Thai context.

The first goal of this quantitative and qualitative study was 1) to look at students' perceptions of reading novels in EFL classes, 2) to learn what teachers think about the benefits of teaching novels in language classes, 3) to determine whether reading novels may inspire students, broaden their cultural awareness, and increase their language proficiency, and 4) to pinpoint potential difficulties that students might encounter while studying novels. The samples included 24 English professors who are currently teaching novels at chosen universities in Myanmar, together with 71 third- to fourth-year English specialized students. They were chosen using the purposive sampling technique. The data were gathered via a questionnaire and semi-structured interviews with a few teachers. Percentage, mean, and standard deviation statistics were used to assess the quantitative data. The results indicated that students' opinions toward reading novels in EFL lessons were favorable. The teachers' conversation showed several difficulties and benefits of using novels. The results have instructional value for EFL instruction since they show how well-received a novel was in an EFL class, the benefits it offered, and the difficulties it presented with reading.