Towards a more efficient EFL reading comprehension classroom environment : The role of content and critical reading

2013

Traditional reading comprehension methods background the sometimes controversial content of texts in the interest of ‘ensuring comprehension’ via dealing with language points. According to Wallace (1992), EFL learners are often marginalized as readers; their goals in interacting with written texts are perceived to be primarily those of language learners. This study explores how a change in teaching approach via a CDA framework along with a change in reading content affects the EFL students’ perceptions of their reading comprehension classroom environment. Through a one-group pretest posttest design, the What Is Happening In This Class? (WIHIC) questionnaire was distributed twice among 41 (F…