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Psychoanalytic approaches to literature run the risk of ignoring the "spectacular mental gymnastics" of the reader's conscious mind. (JH)

Between objectivity and subjectivity lies a third choice: the recreation of the relationships between self and literary structure. (JH)

This study aims to explore the difference between the field independent (FI) and field dependent (FD) learners in the area of EFL critical reading skills. To this end, 60 undergraduate EFL students who had taken and passed the Critical Reading course involved as the subjects. The Group Embedded Figure Test (GEFT) was administered to classify the students’ cognitive styles into FI and FD groups. Furthermore, to measure the students’ critical reading skills, the critical reading comprehension test (CRCT) in the form of multiple choice questions was developed and administered. The test items were focused on assessing students’ analytical and inferential skills of reading texts, specifically on determining the main idea, the purpose, the tone, making an inference and taking conclusion. The findings indicate that there is a statistically significant difference in the critical reading skills between FI and FD students. More specifically, the differences are in determining the main idea, determining the purpose, making an inference, and taking the conclusion of the texts in the CRCT. Pedagogically, selecting appropriate reading texts to be used in Critical Reading course practice for developing the students’ critical reading skills will be beneficial for both of FI and FD students.

The improvement in critical reading skills (CRSs) plays a central part in college students’ academic achievement, in the realization of which online collaborative learning (OCL) could perform a pro...

This study was conducted to evaluate respondents' writing ability through the Bloom’s Taxonomy 1956 theory using a critical reading approach. This study was based on three objectives: assessing respondents’ essay writing quality before introducing critical reading, assessing respondents' writing quality after critical reading exposure, and examining the perspective of exposing the critical reading approach. There were 10 form 2 students from an intermediate school located in Negeri Sembilan who were enrolled in the study. All data was collected and analysed from a test sheet, questionnaire and essay marking scheme. There are four reading passages used from form one and two textbooks. The respondents were evaluated by a post test to determine the effectiveness of the teaching of learning about critical reading applications in essay writing. This teaching process has been conducted for four weeks and the respondents have improved their essay writing skills with a critical reading approach. At the end of this study it was realized that critical reading approach can improve essay writing.

The challenges that the whole world have to deal with since Covid-19 pandemic headed all systems in most countries to find solutions. Most countries continued the learning process through online platforms. As a result, there is a need to examine online applications in teaching EFL. Moreover, considering the impact of reflecting students’ lives inside their schoolrooms so they can feel the relevance between real life and what is taught inside classrooms, teachers should echo the use of recent technology within the schoolrooms. Providing opportunity for EFL students to mirror their real communication, share experience and communicate through blogging is considered a significant footstep for developing their skills. The purpose of the current study was to examine the impact of merging 6TS approach and blogging in developing university students critical reading and writing skills. It was predicted that university students receiving training program based on merging 6TS approach and blogging would develop their critical reading and writing skills. Questions articulated to realize the aim of the study focused on: determining critical reading and writing skills suitable for university students and Finding out differences between experimental and control group regarding pre- and post- test for critical reading and writing skills. A critical reading checklist, writing skills checklist, pre-post critical reading test, and pre-post writing skills test were used for data collection. The statistical analysis of the results verified that merging 6TS approach and blogging confidently impacts students critical reading and writing skills.

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.

Since critical reading has been assumed as critical, there are actually certain ideas and concepts that reflect how critical is this critical reading. Critical does not mean critical as in difficulty or failure in reading but more of looking into the skills, processes and the activities when reading. Group engagement has been said to improve team members’ critical thinking skills. This study is done to explore how group interactions facilitate critical reading activities. Specifically, this study explores how group work encourages critical reading through the processes of orientation, conflict, consensus, and closure. 72 participants responded to the instrument (a questionnaire). The questionnaire has 5 sections, demographic profile, orientation, conflict, consensus and also closure. Data is analyzed using SPSS version 26 to reveal percentage for the demographic profile and mean score for the variables. Findings indicate that group engagement facilitates critical reading in several ways. The study suggests that communication during group interaction improves learners’ critical reading.

The ability to use discourse markers (DMs) to create cohesion and coherence of a text is essential for EFL learners at the university level to express ideas and thoughts in various types of writing assignments, such as academic papers and reflections. Hence, this study attempted to shed more light on the use of DMs in academic and non-academic writings of Thai EFL learners. The main objective was to investigate the types, overall frequency, and differences, and similarities of discourse markers in both styles of writing. Sixty essays, consisting of 20 academic essays and 40 non-academic ones, were selected as the primary data. Academic essays were selected from the Critical Reading and Writing course of Xavier Learning Community (XLC), Thailand, while the non-academic ones were selected from the XLC English Newsletter. The data were analyzed based on Fraser’s taxonomy (2009). The results showed that 2.521 DMs distributed in five types, namely contrastive discourse, elaborative discourse, inferential discourse, temporal discourse, and spoken discourse markers, were identified in the 20 academic and 40 non-academic essays. The most frequently used DM was elaborative discourse markers (EDM), F=1,703. This study concluded that raising awareness of DMs would assist Thai EFL learners in producing an effective and coherent piece of writing.

Critical thinking and self-voicing are two demanding skills that facilitate students to produce concise, authorial academic texts. While most writing programs and research have paid much attention to improving students’ writing achievement, less attention is given to promote these two skills in English as a Foreign Language (EFL) writing classrooms. This article reports a classroom-based study investigating the use of the Cooperative Integrated Reading and Composition (CIRC) technique to promote EFL students’ academic writing skills. It particularly examines how the CIRC technique helps to foster students’ critical and self-voicing stance in developing argumentative texts. A participatory qualitative study was employed, involving 64 undergraduate students majoring in English Education. Data were generated from the participants’ writing portfolios, observations, and the teacher’s reflections. The collected data were managed, classified, and analyzed using NVivo 12 to elicit the emerging themes. Drawing on the qualitative content analysis, the results showed that the CIRC technique helped to shape the participants’ critical thinking and self-voicing skills which were consistently demonstrated during the student-centered activities and their writing results. The participants could engage in productive writing processes, such as critical reading, note-taking, summarizing, drafting and revising composition, peer-reviewing, and other related collaborative skills. The findings indicated that the development of students’ critical thinking and self-voicing skills simultaneously affected the quality of their academic writing texts.

The purpose of this research was to examine the critical reading self-efficacy (CRSE) perceptions of prospective teachers and their awareness of information pollution on the internet. A relational survey model was utilized in the research. The study sample, whose universe was prospective teachers studying at Kilis 7 Aralık University, consisted of 296 teacher candidates and was determined using the simple random sampling method. The data were collected through the “Critical Reading Self-Efficacy Perception Scale” and the “Information Pollution on the Internet Scale.” The data analysis was done by calculating the arithmetic mean and standard deviation values, t-test, ANOVA, and Pearson correlation analysis. The results showed that prospective teachers’ self-efficacy perceptions for critical reading are high. The variables of gender and the number of books read in the previous year were not determinative in the perception of critical reading self-efficacy. It was also found that the variables of the department, year of study, and participation in online activities affect perceptions of prospective teachers’ self-efficacy. In addition, their awareness of information pollution on the internet is above the medium level. It was determined that the variables of gender, department, year of study, number of books read in the previous year, and online activities did not have a decisive effect on awareness of information pollution on the internet. The correlation analysis showed that the sum of the scales was not related to each other, but there was a positive relationship in the sub-dimensions. Suggestions for future research and practitioners were provided.

The present study aimed at investigating the effectiveness of an online program based on inquiry cycle based jigsaw (ICBJ) for developing EFL 4th year student teachers' critical reading skills. One instrument was developed for the purpose of this study; a pre-post critical reading skills test. The participants of the study consisted of sixty students selected randomly from EFL 4th year student teachers at Faculty of Education, Damietta University in the academic year 2020/2021. The study adopted the quasi-experimental research design. Therefore, the participants were randomly assigned into two groups: an experimental group (n=30) and a control one (n=30). The experimental group received training through the proposed program based on an online inquiry cycle based jigsaw (OICBJ). On the other hand, the control group received instruction through the regular method. Participants were pre- and post-tested on the instrument: the EFL critical reading skills test (CRST). Results revealed that the experimental group outperformed the control group in the post administration of the EFL critical reading skills test. The study concluded that the online program based on an online inquiry cycle based jigsaw (OICBJ) enhanced EFL 4th year student teachers' critical reading skills. A number of recommendations and suggestions for further studies were presented.

The present study explored the impact of online Digital Storytelling (DTS) on developing critical reading skills, critical thinking and self-regulated learning skills of prospective teachers of Arabic. To reach such ends, a standardized pre-posttest in critical reading skills, critical thinking skills scale and self-rating scale of self-regulated learning questionnaire were used. The quasi-experimental research design has been used in the current research. The results of two independent sample t-test revealed that the critical reading skills, critical thinking skills, and self-regulated skills improved significantly in comparison to the control group. It is, therefore, recommended that blended learning should be thought of as a good match for students from communities with poor digital literacy and technology infrastructure. In addition, online learning should be used with care to cope with community needs to fill a real gap in-field practice in language learning to improve multiliteracy skills. Keywords: digital storytelling, critical reading skills; critical thinking skills; self-regulated learning skills; prospective teachers of Arabic

Writing an appropriate research paper requires evidently the mastery of effective synthesis. This paper intends to highlight students’ hindrances in producing a sound synthesis, particularly weak critical reading and proposes equally outlets for a sturdy comprehension. The motivation is linked with the slenderness of studies addressing critical reading/effective synthesis binary. This will have pedagogical implications regarding the teaching of synthesis. The researchers used purposive sampling with master two didactic students (39 students). Self-assessment of the teaching strategy, corpus analysis, and an eight-item student questionnaire were used. The findings indicated that the major problems surrounding the internalisation of good synthesis were related to the different operations required for critical reading. The paper put into evidence the necessity of integrating the subject of academic writing into the syllabi of Master didactic students, the design of adequate critical reading tasks, and urged equally the necessity of more condensed practice, both in-class and off-class. Keywords: Critical reading, effective synthesis, paraphrasing, shortness of instruction, master 2 students.

This study investigates learner’s reading behaviors in a critical reading task in humanities course using learning analytics techniques. A Critical Analysis of Literature and Cinema course was selected as a context. The course activities evolved over 10 years, and for this instance, some face-to-face classroom critical reading activities were migrated to online mode by using BookRoll, a learning analytics enhanced eBook platform. Students (n=22 out of the 50 registered) accessed Hayavadana, an Indian play uploaded on BookRoll, and attempted to identify performative elements and cultural references in the text and highlight them. In this study, we analyze learner’s reading logs gathered in the learning record store linked to BookRoll during that activity. We extend our previous work where we identify four online reading profiles: effortful, strategic, wanderers, and check-out, based on learner’s clickstream interactions and time spent with the content. We validate the profiles with qualitative interview data collected from the learners and illustrate the quantified learning behaviors of each of those profiles based on an engagement metric. Our work aims to initiate further discussion related to the application of learning analytics in humanities courses both to probe into the learning behaviors of the students and thereby enhance the experiences with the use of interactive learning environments and data-driven services.

This study addresses the factor structure and psychometric properties of the Self-Report Family Inventory-Version II (SFI-II) for a Portuguese sample. Based on the Beavers Systems Model, the SFI-II is a brief screening instrument, with 36 items that measure family competence, family style and other related domains. The SFI-II and several criterion scales were administered to a heterogeneous sample of 1083 individuals with ages ranging from 12 to 83 years old. In contrast with the original five-factor structure, but aligned with more recent findings, factor analysis showed that two factors could be meaningfully extracted. Additionally, analyses suggest that the SFI-II is a valid and reliable measure of family functioning. The authors propose a critical reading of the scale’s bifactorial structure and its connection with the underlying theoretical model. The SFI-II appears to be a promising measure of family competence, with clinical and research applicability.

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 in context without any assistantship, understand the words in foreign language, repeat the words several times, describe the conversation in mother tongue, pick some words when reading books, remember the words that they get, and write down some difficult words.

This qualitative study explored the gains and challenges experienced by an interdisciplinary group of English as a foreign language students who participated in the implementation of a critical reading unit taught within a reading comprehension course at a university in Medellín, Colombia. To do this, video-recordings of all lessons, samples of students’ work, and students’ reflections were collected. Results show that students experienced several gains but also had some challenges related to aligning with the author’s position, seeing positionality in factual texts, and taking middle positions. These results suggest that even though it is not only possible but beneficial to do critical reading with undergraduate English as a foreign language students, there are some specific areas in which these students need additional support.

This research is aimed at finding out whether the use of Kahoot! application can increase the students’ critical reading ability, learning autonomy, and their learning participation in Critical Reading learning process. This research was conducted at the English Education Program Study of IAIN Surakarta involving 36 students as the research subjects. This classroom action research consisted of 2 cycles; 5 meetings for each cycle, with 1 pre-test and 2 post-tests. Based on the research results, it can be found out that the mean of pre-test scores is 25.56, the mean of post-test 1 is 44.39, and the mean of post-test 2 is 66.17; it means that the use of Kahoot! application can increase the students’ critical reading ability. The results of the questionnaire consisting of 9 indicators show that the use of Kahoot! application can increase the students’ learning autonomy. Furthermore, results from observation also show that the students’ learning participation increased during the learning process when Kahoot! application was applied. The students also assumed that the use of Kahoot! application can increase their learning participation.

In view of the COVID-19 pandemic and government policy to carry out distance education by employing full online learning. The research explores the EFL students perception toward distance education during Covid19 Pandemic with online collaborative platforms which employed in EFL Students of English Department of a private college in Indonesia. This research used a descriptive case research using purposive sampling techniques by taking 27 respondents from English Department at STKIP PGRI Jombang. The online questionnaire used to collect data on the perception of students by employing online collaborative platforms. The questionnaire are adapted from the technology acceptance model (TAM) constructed by Davis, 1989 with little modification as it excludes the external factors such as the availability of the internet access, and the support from the administration. TAM is possibly the most widely-used framework for measuring technology acceptance, and its high validity has been proven empirically in many previous studies (Basri & Paramma, 2019 and Wiyaka et.al., 2018). The quantitative data was collected using an online questionnaire posted in Google form. The method of descriptive case research in terms of percentage has been used for data processing. The result of this research indicates the positive perception those EFL students of English Department at STKIP PGRI Jombang who took Critical Reading by using online collaborative platforms held on the use of online collaborative platforms. Further research can refer to this Acceptance Model in determining a suitable ICT integrated learning program betien various platform and the user expectations of the online platforms used.

The quality of our life and that of what we produce, make, or build depend precisely on the quality of our thought. Therefore excellence in thought must be systematically cultivated. Critical thinking is defined as the process of determining the authenticity, accuracy, and worth of information or knowledge claims. Being able to determine the main idea helps readers to recall important information. Locating the main idea and significant details helps the reader understand the points the writer is attempting to express. Identifying the relationship between these will improve comprehension.

Many studies have pointed out a proportionate relation between metacognition and reading strategies. This study advances such an understanding by arguing that this relation is comprised of several sub-relations. Metacognitive Awareness Inventory and Reading Strategies Inventory were conducted among 92 English as Foreign Language students at a Vietnamese university. This study highlights 3 major findings. First, metacognition processes do not merely mean “cognition about cognition”. Second, while previous studies tended to portray metacognition as a whole, it is argued in this study that it is constituted by two main clusters (knowledge of cognition and regulation of cognition) which can be further specified into eight sub-components. Third, there seem to be some sub-linearities that underpin students’ metacognition and that influence their uses of reading strategies. These findings are hoped to shed light on preserving spaces and autonomy in curriculum/syllabus development for students to exercise their own metacognition.

The present study aimed at enhancing EFL learner’s critical reading skills using critical literacy approach. The study used a quasi-experimental method. The participants were a group of 56 students are second-year English majors at Misr University of Science and Technology (MUST). The researcher’s students during the first semester of the academic year 2020-2021. Students of One class (28 students) were treated as the experimental group and the other played the role of the control group (28 students) were chosen to implement the research experiment. Results revealed that there is a statistically significant difference between the mean score of the experimental group students and those of the control group of post-test in favor of the experimental group. There was an improvement of students’ achievement in critical reading skills in both classes. However, the students in the experimental group achieved better compared to the control group. This indicates that the literacy approach that occurred in the experimental group had a significant effect on EFL students critical reading skills.

The development of nursing knowledge requires a close relationship between theory, research, and practice. The purpose of the analysis of the concept of "parental decision-making in pediatric critical care" is to facilitate nurses' therapeutic care of critically ill children and their families. To construct, structure, and give meaning to the concept, we use our experience in the field, critical reading of the literature, and careful analysis of data that have emerged about parental decision-making in pediatric intensive care. Several factors affect parent's ability to act as decision-makers: the psychosocial and physical disorders they develop, the subordination of their parental roles by the health care team, and the child's critical state of health. While different disciplines, including nursing, have well described the decision-making concept, parental decision-making in the context of pediatric intensive care has not been as well delineated. Nursing science recognizes the importance of decision-making and has incorporated the concept as an essential domain of its philosophical and disciplinary interests. Following the method proposed by Walker and Avant, the concept was analyzed, attributes, background, and consequences described. A model case was presented and discussed. An operational definition emerges, providing knowledge for professional nursing practice and will be the basis for an essential theoretical development around this phenomenon. Parents' recognition, the promotion of family-centered care, and shared decisions are ideal for encouraging parental participation.

The article is devoted to the research of students’ attitude towards learning English and critical reading as the reading competence component. The aim of this study is to define the students’ motives and attitude to learning English as well as to reading and completing tasks to the texts. The tasks of this paper are: 1) to carry out the constating experiment to find out the motives to learning English; 2) to research their reading culture of different sources of information; 3) to establish the students’ attitude towards reading tasks and critical reading tasks in particular. 42 Choreography students took part in the constating stage of an experimental study which included two questionnaires in writing and an oral interview. The first questionnaire aimed at defining the students’ attitude towards learning English and contained 13 items to mark the agreement with. The results of the questionnaire revealed the prevalence of instrumental motives over the integrative ones with communication with foreigners, travel and career being the most significant ones. Studying the English literature appeared to be the least valuable motive for students. The second questionnaire on frequency of reading different sources of information aimed at showing the students’ reading experience. The results demonstrated low frequency of reading books and the lack of interest in reading in general with the Internet sources having the highest mention and newspapers the lowest. The following interview carried out to find out the commonest and the most favorite reading tasks the students had to deal with at the English lessons revealed that they chose defining true/false statements and answering fact questions which do not usually require analytical skills. Expressing standpoints and opinion tasks were mentioned as the least favorite ones. The main reasons why the students found them complicated were stated as insufficient level of command of English vocabulary, the lack of critical reading skills and questioning the reliability of information. Thus, the study showed that the students have poor experience in dealing with critical reading tasks which leads to the lack of curiosity while reading texts. Designing of a foreign texts critical reading training course to develop students’ general reading competence is considered to be perspective for the following research.

Dentro de la competencia lectora, el nivel de lectura crítica y sus componentes transversales semántico, sintáctico y pragmático, revisten señalada importancia para desarrollar aprendizajes significativos. Con el objetivo de fomentar la lectura crítica por intermediación de la fábula como estrategia didáctica en los estudiantes de cuarto grado de la Institución Educativa Palmar Caño Hondo de Chimichagua, Cesar, se recurrió a Cassany, Pinzas, Romero y Salgado, entre otros. Enmarcada en la Investigación Acción Pedagógica, se aplicó un cuestionario diagnóstico y diarios de campo a 15 estudiantes del grado 4°. Se aplicó la estrategia didáctica ‘Taller de Lectura: La fábula’, con resultados que indican el logro del interés hacia la lectura en sus tres niveles: literal, inferencial y crítico analítico. Se concluyó que la aplicación de estrategias didácticas basadas en la fábula, ayuda a los estudiantes a desarrollar niveles lectores complejos, como la lectura crítica.

It is recognized that reading ability is essential for Thai EFL students and English reading is perceived as a difficult task among them. To understand the difficulty experienced by the students while reading English text, this study hence aimed at investigating problems of using English reading strategies perceived by Thai EFL students as well as providing suggested reading instructions for Thai lecturers to cope with the emerging problems. This study employed a mixed-method design. The participants of the study were 412 Thai EFL students who, in this study, were also considered as Gen Z students at a large-size university in Bangkok, Thailand. The participants were asked to complete an online questionnaire on 4-point Likert’s scale, which was adapted from Aebersold and Field (1997). Moreover, 10 students were recruited for two focus group interviews. The results revealed that Thai EFL students experience difficulties in using English reading strategies when they have to skip unknown words during the first reading (mean = 2.67, SD = 1.01) followed by varying reading speed rates according to the type of the reading passage (mean = 2.66, SD = 0.97), and guessing the meanings of unknown words by using the context clues (mean = 2.59, SD = 0.92) respectively. Based on both quantitative and qualitative results and personality traits of Thai Gen Z, suggested reading instructions including guided reading, improving student’s vocabulary knowledge and reading comprehension, technology-blended classroom and critical reading were purposed.

Critical reading is a skill that requires readers to actively engage and decipher the text. Previous research has shown undergraduate students engage in different reading behaviors according to what discipline they are in. The goal of the present study is to investigate which skills undergraduate students consider most useful and what skills they use most often.

To gain optimally from their educational pursuit, university students should assume the roles of active participants in the process. As a facilitator of foundation critical reading and writing courses at a Caribbean university for over a decade, I discovered that students, especially those who pursue degrees in the sciences, find it very challenging to generate ideas for their academic writing. This article focuses on an action mixed method research project in which two groups of students from the Faculties of Science and Technology and Medical Sciences composed weekly Quick Writes about their experiences and engagement in their critical reading and writing course during the second semester of the 2016-2017 academic year. The process involved using their personal written responses to "poetic and sagacious sayings" as a means of generating ideas for further writing requirements.

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 results were divided into three divisions and they were pre-reading strategies, while-reading strategies, and post-reading strategies. It was found the pre-reading strategies had 66.62%, whilst-reading strategies was 71.59%, and post-reading strategies was 69.45%. It had indication that the students were aware of the strategies in reading and they had tendency to implement all of the strategies in reading English.

In some cases, EFL (English as a Foreign Language) students may be lack critical thinking in reading, particularly in Indonesia. The purposes of this study were to investigate the implementation of Project-Based-Learning (PjBL) on critical reading to enhance critical thinking skills and describe the students’ responses on the implementation of PjBL in critical reading to enhance critical thinking skills. This research employed a mixed-method approach. The subjects of this research were 26 EFL students at STKIP PGRI Sidoarjo, Indonesia. The data were obtained by using observation, interviews, and questionnaires. Data analysis techniques included data reduction, data presentation, and data conclusion. This study produced several results. Firstly, the implementation of PjBL on critical reading course to enhance critical thinking skills consisted of three stages: 1) planning, 2) implementing, and 3) evaluating. Secondly, based on the interviews, 88.89% of the students were motivated in working on the assignments by using the PjBL model, and 54% of them were excellent. Thirdly, based on the questionnaire, most students (73%) chose “strongly agree” with critical thinking skills. It is hoped that the findings of this research can give information about students’ critical thinking and give an appropriate learning model to enhance the students’ critical thinking.

The immersion of the flipped classroom teaching model in blended and online language learning is indispensable. The purpose of this study was to propose improvement in critical thinking in reading through the flipped classroom teaching model of EFL (English as a Foreign Language) learners in higher education. A quasi-experimental design was used to improve reading skills based on the framework of critical thinking for critical reading with a paired t-test of pre-test and post-test. The participants were 37 second-semester students in the English for Academic Purposes class. The results show that the flipped classroom teaching model enhanced students’ critical thinking for critical reading in the aspects of accuracy, clarity, precision, depth, relevance, and logic from the mean score of the pre-tests (12.4865) to the post-tests (18.3243). Students had a positive perception of the implementation of this model in terms of self-directed learning. This study implies that critical thinking for critical reading skills needs supportive teaching and learning environment that can allow students to have self-study prior to the class so that online learning can be effective to synergize the application of flipped classrooms with critical thinking skills in reading.

With the onset of the digital era, the classroom's teaching and learning process has also shifted. The use of technology makes it easy for lecturers and students to access various information and references on the internet. However, not all of the information and concerns come from reliable and credible sources, so it is necessary to select and sort out the references used. This research's background determines students' ability to find and utilize and evaluate the credibility of information to be used in their writing. Although most students can use digital technology in their daily lives, they have difficulty determining whether the articles or texts from the internet come from credible sources or just subjective opinions that are not strong enough to be used as references in the 2018 class. Students' skills have an impact on the search for reference sources when they write scientific papers. The preliminary observations on students of 2018 and 2019 have shown that some students stated that they were very familiar with information technology and accessed the internet skillfully. Some had difficulty finding the required references. The output of this research is a guide for checking the credibility of references and articles published in journals so that the public can refine the findings of this study by providing contributive input. If the results are positive, it means that they can be applied to other courses in other classes as well.

Comprehension substantially benefits from attending to, thinking about, and mentally representing the sources of any presented information. Such processes require mental effort and unfortunately pe...

Based on the Secondary school Tamil language standard curriculum form 2 students must eventually become capable of creating multiple forms of writing. Thus, this study has been conducted to evaluate students' writing ability through the Bloom's Taxonomy 1956 theory using a critical reading approach. This study is based on three objectives that assessing students’ essay writing quality before critical reading, assessing students' writing quality after critical reading, and examining the perspective of critical reading approach. All data were collected and analysed from a test sheets, questionnaire and essay marking scheme. The students were evaluated by a post test to determine the effectiveness of the teaching of learning about critical reading applications in essay writing at the end of this study it was realized that critical reading approach can improve essay writing. [2018-ஆம ஆணடு தமிழமொழிககான தர அடிபபடையிலான கலைததிடடததில, இரணடாம படிவ மாணவரகளின கறறல கறபிததல இறுதியில பலவகை எழுததுப படிவஙகளைப படைததல எனும திறனை அடைநதிருகக வேணடும எனபதை வலியுறுததுகிறது. அவவகையில, நுணணிய வாசிபபு அணுகுமுறையைப பயனபடுததி புளூம தெகஸனமி கோடபாடடின வழி மாணவரகளின கடடுரை எழுதும திறனை மதிபபிடும வகையில இவவாயவு மேறகொளளபபடடுளளது. இநத ஆயவு நுணணிய வாசிபபிறகு முன மாணவரகளின கடடுரை எழுதும தரததினை மதிபபிடுதல, நுணணிய வாசிபபிறகுப பின மாணவரகளின கடடுரை எழுதும தரததினை மதிபபிடுதல மறறும நுணணிய வாசிபபு அணுகுமுறையின மதான கணணோடடததை ஆராயதல என மூனறு நோககஙகளை அடிபபடையாகக கொணடுளளது. இவவாயவின தரவுகள அனைததும தேரவுததாள, கருததறி வினாநிரல, கடடுரை மதிபபெண அடடவணை ஆகியவறறிலிருநது திரடடபபடடுப பகுபபாயவுச செயயபபடடன. இநத ஆயவின முடிவில நுணணிய வாசிபபின வழி கடடுரை எழுதும திறனை மேமபடுதத முடியும எனபது அறியபபடடது.]

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 features to hyper-reading and other reading strategies that research shows allow engaged readers to screen-read critically.