Abstract
Research reveals that EFL postgraduates from China possess limited academic literacy, especially critical reading skills. Therefore, the aim of this study was to investigate EFL students’ perspectives and challenges in critical reading skills for postgraduate study. This study was conducted in a private university located in Peninsular Malaysia involving an intact group of 50 first-year postgraduate students from China. Data were collected through questionnaire and semi-structured interviews. Quantitative findings revealed that EFL students held above-average perceptions of their ability in critical reading, but interview sessions revealed otherwise, as a majority claimed they struggled in employing critical reading skills.
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