Encouraging Critical Literacy Development through Extensive Reading Activity in an EFL (English as a Foreign Language) Context
- 10.2991/iselt-17.2017.15How to use a DOI?
- Extensive Reading, Critical Literacy Development, EFL
This study is an attempt to address the issue of how extensive reading (ER) as a supplementary reading approach is able to encourage students' critical literacy. Further, how ER influences students' perception of critical literacy related to students' viewpoint of the texts is examined thoroughly. ER in this study was employed as a supplementary reading activity where students were engaged to read in a large number of materials on a wide range of topics and they had freedom to select the reading material based on its relevance to their interests, knowledge, and experience. Relating the characteristics of ER, students' understanding of the text through ER activity should be scrutinized as one important aspect in English language teaching (ELT). In order to get more comprehensive picture, questionnaires were distributed to 38 students in the class. However, only 3 (three) students were willing to return the questionnaire and to be interviewed based on their answers in the questionnaire. The findings revealed that ER is proven to increase students'motivation to approach texts critically, challenge knowledge gained, relate the texts to world's issues, improve their awareness of how to see and understand human beings, and question the intention of the texts from distinct viewpoints.
- © 2017, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Chris ASANTI PY - 2017/05 DA - 2017/05 TI - Encouraging Critical Literacy Development through Extensive Reading Activity in an EFL (English as a Foreign Language) Context BT - Proceedings of the Fifth International Seminar on English Language and Teaching (ISELT 2017) PB - Atlantis Press SP - 78 EP - 83 SN - 2352-5398 UR - https://doi.org/10.2991/iselt-17.2017.15 DO - 10.2991/iselt-17.2017.15 ID - ASANTI2017/05 ER -