EFL teacher educators’ experiences in teaching critical reading: evidence from Indonesia

Abstract

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 teaching critical reading encompasses higher order thinking skills enacted in the process of reading. Practically, the study’s findings call for the enactment of pedagogic trainings for teacher educators in order to construe their basic tenets of teaching critical reading, the philosophies behind such a teaching practice, and the empowered learning activities in the reading classes.

To read on-screen or printed texts? A quantitative study into EFL students’ reading achievement

“…Besides, Kazazoglu [26] described that reading is a fundamental language skill to develop literacy and enables students to comprehend the discourse in a language. Theoretically, comprehension behaviors mostly implicate reading textbooks, giving some responses, finding main ideas, creating opinions, and constructing a summarize what have been understood [27]. Thus, the students need to focus and achieve the reading skill in literal sense, and the capability to read deeply qualifies the students to keep the information longer [28]; although, reading in deep is thoughtful [24].…”

Multimodal digital extensive reading program: a reflection on literacy movement in madrasah and pesantren

“…Unlike critical reading, which emphasizes students' cognitive domain (Yunus & Ubaidillah, 2021), extensive reading brings the students to read texts with lesser cognitive demands as it is generally done for pleasure. This orientation manifests in engaging students with various text types varying from short messages, proverbs, transactional texts, and interpersonal texts to short functional texts.…”

“…Previous studies of reading literacy and the school literacy movement have not dealt with a digital and reading literacy program in madrasah and pesantren (Al-Homoud & Schmitt, 2009;Hidayat et al, 2018;Pradana et al, 2017;Renandya et al, 2021;Waring & Husna, 2019;Wulandari, 2017;Yunus & Ubaidillah, 2021). Madrasah and pesantren should be familiarized with digital and reading literacy to build a strong reading habit since these Islamic Journal on English as a Foreign Language, 13(1), 265-288 p-ISSN 2088-1657e-ISSN 2502-6615 institutions provide more free time to organize a series of activities during 24 hours, so reading a variety of text types through technology-based learning resources can be performed.…”

Students’ Effort for Independent Learning Through Voluntary Extensive Reading

“…Students can be expected to acquire a foreign language through reading from they learn the linguistic and cultural information through the text provided in foreign language (Almendo, 2020). Yunus and Ubaidillah (2021) define reading as a cognitive process of forming new knowledge by negotiating a meaning. Reading is also recognized as a basic skill for comprehending the meaning of a written text and obtaining a lot of information (Day, 2015).…”