A reader response approach in collaborative reading projects to foster critical thinking skills

Abstract

Reading has become a major concern of EFL educators. Reading does not only help students learn foreign languages, but it is believed that it has a strong link with critical thinking skills. A reader response approach in collaborative works, adapted from literary theory, is believed to be beneficial for the students. Therefore, this study aims at investigating the answers to these two questions: (1) how are the collaborative reader responses implemented in Critical Reading and Writing II? and (2) To what extent does reader response approaches promote students’ critical thinking skills? With these questions in mind, the researcher collects the data by involving 24 participants from CRW II (Critical Reading and Writing) class. The data from students’ reflections, questionnaires, and focus group discussion are analyzed descriptively, using both qualitative and quantitative method. It is hoped that the implementation of this approach can be useful not only to improve students’ reading skills, but it provides more opportunity for students to exercise their critical thinking skills.