The article deals with one of the current problems related to modern foreign language and culture teaching methodology – the development of pre-service English teachers’ critical reading skills on ...the material of authentic publicistic texts from the Internet editions. Particularly, the notions of critical thinking and critical reading are defined. Various points of view in the psychological and pedagogical literature concerning the concept “critical thinking” are described; the key features of critical thinking in the educational dimension are outlined. The attention is focused on theoretical methodological background of developing pre-service English teachers’ critical reading skills on the material of authentic publicistic texts taken from the Internet editions. The main methodological types of reading are outlined, the peculiarities of critical reading as compared to analytical reading are revealed. The critical reading skills are considered. The main stages of developing critical thinking skills in correlation with building up critical reading skills are characterized. It is substantiated that the potential of authentic publicistic texts from the Internet editions in developing pre-service English teachers’ critical reading skills is considerable. It is determined that the main goal of developing pre-service English teachers’ critical reading skills on the material of authentic publicistic texts from the Internet editions is to expand students’ cognitive skills and competencies to solve social, scientific, practical and professional problems effectively. The article considers the strategies of forming pre-service English teachers’ critical thinking skills on the material of authentic publicistic texts from the Internet editions that are annotating, pre-scanning, contextualization, putting questions, reflexion, outlining and summarizing, evaluating statements, comparing and contrasting of thematically relevant texts, etc. The teaching techniques of developing critical thinking skills in the process of teaching critical reading to pre-service English teachers are offered.
The interest in critical reading has been increasing in recent years as a high-level literacy. Previous studies have shown that discussion promotes critical reading. However, the influence of the ...content spoken during the interaction on critical reading of academic article has not been studied. This study reexamined whether discussion in pairs is effective for critical reading. The results showed that its effectiveness is limited, and is only important for sharing of perspectives. Additionally, this study examined what kind of speech content affects critical reading in collaborative situations. The results showed that self-references to differences in thinking decreased reading perspectives; however, self-references to commonalities in thinking promoted criticisms. Further, partner’s negative speech limited criticisms.
This study investigates the possible relationship between reading anxiety and the critical reading ability of tertiary EFL students majoring in English education at a state university in West ...Sumatra, Indonesia. Thirty-two students were selected utilizing convenience sampling as the research sample. By employing a correlational approach, the instrument used for this analysis was a TOEFL test consisting of 30 questions to measure students' ability to read critically. In addition, a questionnaire was also developed based on the theory of experts composed of 20 statements used to measure students' reading anxiety. Pearson product-moment correlation was used to investigate the relationship between reading anxiety and students' critical reading ability. The study found that 1) most students experience anxiety at the intermediate level, 2) the level of students' critical reading ability is at the average level, and 3) there is a significant relationship between students' reading anxiety and critical reading ability. The results imply that the reading anxiety students experience correlates to their scores in critical reading, leading to a significant effect of reading anxiety on students' critical reading skills.
This study is focused on students’ abilities to critically evaluate or critique the content in texts. Beyond comprehension, critique is an essential, yet underexamined, learning process in an ...increasingly complex and persistently inequitable world.
Students were randomly assigned to a comprehension condition (i.e., asking them to summarize each text after reading), a critique condition (i.e., asking them to critique each text after reading), or to a control group, to examine whether these task assignments improved critical reading performance.
The sample consisted of 172 online participants.
Participants completed individual difference measures; read three texts, in accordance with their experimental condition; and completed measures of critical reading, comprehension, and source recall. The texts used in this study were designed to provide limited and women-blaming arguments for declining birth rates, with these flaws intentionally introduced to foster critique.
Students assigned to the critique condition performed better on one of the critical reading questions, as compared to students in the comprehension condition, but not on the other question, and not as compared to students in the control group. The extent of students’ critique generation during reading significantly predicted performance on both critical reading questions as well as source recall performance.
We link critique generation during processing with critical reading performance; however, we do not find that explicitly directing students to engage in critique is necessarily the most fruitful means of fostering critical reading. The range of critiques that students generated when reasoning about flawed texts are analyzed and directions for future intervention introduced.
•Undergraduates read, summarized, or critiqued about three deliberately flawed texts.•No differences in comprehension performance were identified.•Students assigned to critique outperformed summary students on a critical reading question.•Students' critique during reading predicted critical reading comprehension.•Students' critique during reading predicted source recall.
Low students’ interest in learning and reading English text influence to their critical reading ability. Teaching strategy is one of the solutions to solve the problem. An appropriate teaching ...strategy can influence to students’ interest in learning and reading English text. This study aims at describing the effect of reciprocal teaching strategy in teaching Critical and Evaluative Reading at second grade students of UIN Raden Mas Said Surakarta in the academic year of 2022/2023. Reciprocal teaching strategy consists of four activities, namely predicting, questioning, clarifying, and summarizing. The subjects are two classes of the second-grade students of English Education Study Program that consist of 60 students. The study used descriptive qualitative approach. Data were derived from observation and semi-structure interviews to the lecturer and students. The findings showed that the sequence activities of reciprocal teaching strategy encourage them to be more active and critical during teaching learning process. The activities that were done through working in group and sharing each other ideas help them overcome their difficulty during reading and facilitate them to be independent readers.
It is believed that together with critical thinking, critical reading has emerged as a fundamental skill that university graduates are expected to possess in an increasingly modern and digitally ...connected world (Bråten & Braasch, 2017). With the advancement of technology, young adults have been increasingly submerged in a sea of information available at their fingertips. Hence, they must learn how to select, analyze, evaluate, and assess the information they encounter in their academic or professional lives (Siemens, 2004). However, it is observed that critical reading skills in higher education seem to be neglected in the research field compared to an interest in critical thinking studies. This study systematically evaluates 75 papers published between 2001 and 2021 and indexed in the Web of Science and Education Resources Information Center (ERIC) databases. The findings indicate that scholars in Turkey and the United States place a higher premium on critical research than researchers in other parts of the world. Most papers focus on investigating feasible approaches to develop critical reading skills amongst undergraduates and proposing critical reading pedagogy in higher education institutions. However, there has been a deficiency in research of critical reading in STEM education, especially in the Asian tertiary context. This study highlights the significance of conducting additional in-depth research into the effects of integrating critical reading classrooms and teaching-and-learning activities into STEM education, as well as the impact of using science topics with the goal of cultivating this crucial skill for young people's academic and professional development in the era of the digital revolution. Moreover, research on a conceptual framework to develop critical reading abilities amongst Asian undergraduates could be considered as a potential topic for novice researchers.
The interest in critical reading has been increasing in recent years as a high-level literacy. Previous studies have shown that discussion promotes critical reading. However, the influence of the ...content spoken during the interaction on critical reading of academic article has not been studied. This study reexamined whether discussion in pairs is effective for critical reading. The results showed that its effectiveness is limited, and is only important for sharing of perspectives. Additionally, this study examined what kind of speech content affects critical reading in collaborative situations. The results showed that self-references to differences in thinking decreased reading perspectives; however, self-references to commonalities in thinking promoted criticisms. Further, partner’s negative speech limited criticisms.
This study aims to develop a legal document-based critical reading textbook in compulsory university courses in higher education. This study used a research and development method with the ADDIE ...model. The instruments used to obtain research data are observation guidelines, interviews, and expert assessment questionnaires for the developed products. The subjects of this research were students of the law study program who were taking Indonesian language courses at Ahmad Dahlan University Yogyakarta. The data analysis technique used was quantitative descriptive data analysis. The results of this study indicated that the product feasibility test for material experts obtained a score of 3.6 in the excellent category. The product feasibility test for media experts obtained a score of 4.0 with a good category. Based on the student response test results calculated by the AIKEN V formula, the score was 0.95 to 1 with an outstanding category. The effectiveness test using independent sample pretest results 0.155 means insignificant, meaning that the initial conditions are not different or the same. In contrast, the post-test results of 0.011 mean significant, meaning different conditions. This study concludes that the textbook developed is influential for teaching material for students of law study programs in understanding legal documents.
The reading literacy level of students is still low, while the level of internet use is high. The higher the use of the internet, the more open the opportunity for students to be consumed by hoax ...news. Therefore, this research aims to develop a digital literacy model through critical reading of hoax news texts with the SQ3R technique. The research method used is RD with ADDIE model stages. The population of this study is an A-accredited junior high school in East Jakarta. Phase D students at SMPN 20 Jakarta, SMPN 74 Jakarta, and SMP Diponegoro 1 Jakarta are samples of this research. The instruments used are questionnaires and interviews. Data analysis techniques use Likert scale and rating scale. Based on the analysis of validation data, the average validation percentage score of 89% which is categorized as very feasible to use, but there needs to be improvement according to validators. In addition, data analysis at the evaluation stage resulted in an average score of the percentage of responses from students to the learning model included in the good criteria with a percentage of 82%, while teachers rated the learning model included in the very good/very feasible criteria with a percentage of 91%.AbstrakTingkat literasi membaca peserta didik masih rendah, sedangkan tingkat penggunaan internet tinggi. Semakin tinggi penggunaan internet, semakin membuka peluang peserta didik termakan berita hoaks. Oleh karena itu, riset ini bertujuan mengembangkan sebuah model literasi digital melalui membaca kritis pada teks berita hoaks dengan teknik SQ3R. Metode riset yang digunakan ialah RD dengan tahapan model ADDIE. Populasi riset ini ialah SMP berakreditasi A di Jakarta Timur. Peserta didik fase D di SMPN 20 Jakarta, SMPN 74 Jakarta, dan SMP Diponegoro 1 Jakarta merupakan sampel riset ini. Instrumen yang digunakan yaitu angket dan wawancara. Teknik analisis data menggunakan skala Likert dan rating scale. Berdasarkan analisis data validasi, rata-rata skor persentase validasi sebesar 89% yang masuk kategori sangat layak digunakan, tetapi perlu ada perbaikan menurut validator. Selain itu, analisis data pada tahap evaluation menghasilkan rata-rata skor persentase respons dari peserta didik terhadap model pembelajaran masuk dalam kriteria baik dengan persentase 82%, sedangkan guru menilai model pembelajaran masuk dalam kriteria sangat baik/sangat layak dengan persentase 91%.
