Critical Reading Comprehension Research Articles

Ukuqonda kothisha mayelana nokufundiswa kwekhono lokufunda ngokuhlolisisa kanye nokuqondisisa imibhalo yesiZulu emabangeni aphezulu

This study explores teachers’ understanding of teaching critical reading and reading comprehension using isiZulu literary texts in FET phase. The study adopted interpritivist worldview and employed qualitative research methods to generate data. Semi-structured interviews, lesson observations and document anaysis were used to generate data from selected teachers. Purposive sampling was used to select teacher participants who are teachig isiZulu Home Language literary texts in the FET phase. This study used inductive approach to analyse data and it is supported by two theories; Piagets’ cognitive theory and Vygotskys’ social contsructivsm theory. Piaget (1983) emphasises cognitive developmental stages that learners undergo when reading lterary texts and learning language skills. On the other hand, Vygotsky (1978) puts emphasis on the role that social and cultural aspects play in understanding the world during learning. Vygotsky highlights the role of the knowledgable person (teacher, parents or peers) to facilitate learning experience during learning. Findings shows that teachers are using traditiona method of teaching literary texts. Traditional method focuses only on the structure and acquisition of textual information. Traditional method does not develop critical reading and comprehension because literary text is viewed as a complete and factual piece. Traditional method does not afford learners opportunities to create new meanings and interrogate authors perspectives. IQOQA Lolu cwaningo luphenya ngokuqonda kothisha mayelana nokufundiswa kwekhono lokufunda ngokuhlolisisa kanye nokuqondisisa imibhalo yesiZulu emabangeni asesigabeni sokuFunda okuQhubekayo nokuQeqesha. Ngokusebenzisa indlelakubuka yomhumusho kanye nezindlela zobunjalo botho, lolu cwaningo lukhiqize ulwazi ngezindlela zezinhlololwazi ezisakuhleleka, ukubukela othisha befundisa kanye nokuhlaziywa kwamadokhyumenti. Kulolu cwaningo kwalandelwa indlela yokuqoka ngenhloso othisha abafundisa imibhalo yesiZulu ulimi lwaseKhaya. Kwasetshenziswa isu lokuholela kokuthile; nohlaka lwemicabango kaPiaget (1983) kanye nekaVygotsky (1978) njengezinsizakuhlaziya okutholakele ocwaningweni. Injulalwazi kaPiaget (1983) ibalula ubumqoka bokuthuthukiswa kwengqondo yomfundi ukukwazi ukucabanga okufundwayo. Kanti-ke, injulalwazi kaVygotsky imayelana neqhaza lenhlalo kanye namasiko ekufundeni imibhalo. Indlela yokuhlaziya okutholakele ngezindikimba (thematic analysis) iye yaholela ekutheni kuhlaluke ukuthi othisha basasebenzisa indlela yendabuko yokufundisa ukuhluza isakhiwo kanye nohlaka kombhalo, nokwenza bangagxili ekuthuthukiseni amakhono elokuhlolisisa kanye nokuqondisisa imibhalo yesiZulu. Le ndlela yokuhluza imibhalo igxilisa ukuthola ulwazi lombhalo kanye nezimpawu ezisobala.

Making The Best Use Of Ads In Flipped Classroom For Improving Critical Reading Comprehension

Modern pedagogy emphasizes strongly on interactive learner-centred teaching and Flipped Method is fast becoming popular in language teaching programs. The language of ads, being rich in its ideational, interpersonal and textual meanings, offers ample resources for improving critical reading ability. This study attempts to blend these two important phenomena of modern life: Flipped Method and advertisements. Considering the richness of the ad’s language, the researcher conducted this exploratory study and showed that the analyses of the ad’s language on the three levels of Hallidayan paradigm can greatly improve learners’ critical comprehension ability. T[1]he research relies heavily on Dell Hymes’s idea of language as a social construct. The researcher’s objective was to explore how far the Critical Discourse Analyses of ad’s linguistic elements can enhance the critical reading ability of the learners if the attempt exploits the advantages of Flipped Method. The linguistic analyses of two ads on the theoretical framework of Halliday indicated that the linguistic resources are exploited dexterously to achieve the desired locution, ill-locution and perlocution and the successful readers can improve their critical skill through interactive analyses of ads.

Analyzing Clarity and Readability of Text Used In Critical Reading Comprehension Classroom at English Education Department of Unismuh Makassar

Annisa Asamarqandi . 2023. Analyzing the Clarity and Readability of texts used in critical Reading Comprehension Classroom in the English Education Department. Faculty of Teaching and Education, University of Muhammadiyah Makassar (supervised by Ratna Dewi and Herlina).
 This research aims to determine clarity and readability in analyzing journal articles used in critical reading comprehension classroom in the English Education Department by using a calculator website. Critical reading in the Department of English Education. This study focuses on analyzing the clarity and readability of journal article texts in critical reading comprehension classroom at the Department of English Education, Unismuh Makassar. research sample, by communicating with an English lecturer in a critical reading comprehension classroom at Muhammadiyah University Makassar. The data analysis technique used is using a simple web calculator, to measure concrete sentences, examples per page, word frequency, and active sentences of a journal article that can be found using a calculator. And using the website readability calculator calculates the number of sentences, words, syllables, and characters in your sample. This study uses the Flashch equation convenience formula to measure the readability of journal article texts.

Modelling the interrelationships among self-regulated learning components, critical thinking and reading comprehension by PLS-SEM: A mixed methods study

This explanatory mixed methods study investigated the interrelationships among self-regulated learning (SRL) components, critical thinking and reading comprehension using PLS-SEM. For this purpose, a conceptual PLS-SEM model was evaluated on a sample of 183 Iranian elementary EFL learners. Then, 15 students were randomly selected to complete the follow up semi-structured interview. Three instruments including Motivated Strategies for Learning Questionnaire, the questionnaire of Critical Thinking ability in English Reading and a reading comprehension test were used to provide data sources for PLS-SEM models. The results of the quantitative analyses of measurement and structural models indicated that among the three components of SRL, cognitive strategies and metacognitive strategies significantly and directly affected critical thinking and reading comprehension. However, motivation had significant indirect effects on the outcome variables. Meanwhile, from among the SRL components, motivation had the strongest total effects on SRL. The qualitative findings of the study approved the predictive relationships of SRL components with reading comprehension and critical thinking. Moreover, the semi-structured interviews showed that the participants' effective use of self-regulated reading strategies, reading motivation and regulatory reading instruction were the major factors affecting EFL learners' SRL in reading comprehension and critical thinking.

THE CORRELATION BETWEEN PERCEIVED CRITICAL THINKING AND READING COMPREHENSION ABILITY

This study aims to find out students’ critical thinking skill, students’ reading comprehension ability, and the correlation between students’ critical thinking and reading comprehension ability. Data were collected from 90 students from the 7th grade of SMPN 1 Ajung, selected from three different classes. The researcher used a questionnaire from Mincemoyer and Perkins (2005) to measure the students’ critical thinking and taking the reading comprehension score from the help of the classroom teacher. The data were analyzed using descriptive statistic and Pearson Product Moment in SPSS 19. Pearson Product Moment was used to find the correlation between students’ critical thinking and reading comprehension ability. The findings showed that students’ critical thinking skill was in the middle level (52-67) and students’ score in reading comprehension was in the good level (61-85). The finding shows that the Pearson Correlation Coefficient between variable students’ critical thinking and variable students’ reading comprehension is (r = 0.542). Which means the correlation between the two variables is moderate. Statistically, there is a correlation between critical thinking and reading comprehension of the seventh-grade students of SMPN 1 Ajung. Overall, this finding has implications for educators who may want to consider incorporating critical thinking skills into reading comprehension instruction to improve students' performance in this area. It also highlights the need for further research to investigate the relationship between perceived critical thinking and reading comprehension in other populations and contexts.

The effect of implementing a critical thinking intervention program on English language learners’ critical thinking, reading comprehension, and classroom climate

Entering the age of globalization and multi-cultures, the education system has become more accountable to provide a positive and productive learning atmosphere in which both life skills and academic skills are taught and trained. Following this welcoming trend, the present study sought to integrate a proposed critical thinking-based intervention program (3Es) on the ground of Bloom’s original and revised Taxonomy (1956, 2001) into a BA English reading course. This study examined the treatment’s effect on learners’ critical thinking, attitudes toward L2 classroom climate, and reading comprehension in an English as a foreign language context of Iran. According to the placement test results, excluding the upper-intermediate ones left a sample of 40 (29 females and 11 males) intermediate participants being assigned to two groups: control and experimental. While the former received conventional instruction, the latter was exposed to the critical thinking program presented in three stages: exposure, exploration, and evaluation. The data were derived from Honey's critical thinking questionnaire (2004), the L2-contextualized adapted version of WIHIC (What Is Happening In The Class) designed by Fraser et al. (1986), and the British Council reading comprehension tests. After analyzing the data, the results demonstrated positive changes in the experimental group participants’ critical thinking, reading comprehension, and learners’ attitudes toward classroom climate after implementing the critical thinking intervention program. Our findings contribute to firstly EFL practitioners and curriculum designers, as the main authorities in revising and developing curricula and educational facilities to include the skill of critical thinking as one of the major contributors to the positive atmosphere of the class, and next to the teachers to become cognizant of the influential role of critical thinking in students’ attitudes toward the classroom and their academic development.

Performance of ChatGPT on UK Standardized Admission Tests: Insights From the BMAT, TMUA, LNAT, and TSA Examinations.

Large language models, such as ChatGPT by OpenAI, have demonstrated potential in various applications, including medical education. Previous studies have assessed ChatGPT's performance in university or professional settings. However, the model's potential in the context of standardized admission tests remains unexplored. This study evaluated ChatGPT's performance on standardized admission tests in the United Kingdom, including the BioMedical Admissions Test (BMAT), Test of Mathematics for University Admission (TMUA), Law National Aptitude Test (LNAT), and Thinking Skills Assessment (TSA), to understand its potential as an innovative tool for education and test preparation. Recent public resources (2019-2022) were used to compile a data set of 509 questions from the BMAT, TMUA, LNAT, and TSA covering diverse topics in aptitude, scientific knowledge and applications, mathematical thinking and reasoning, critical thinking, problem-solving, reading comprehension, and logical reasoning. This evaluation assessed ChatGPT's performance using the legacy GPT-3.5 model, focusing on multiple-choice questions for consistency. The model's performance was analyzed based on question difficulty, the proportion of correct responses when aggregating exams from all years, and a comparison of test scores between papers of the same exam using binomial distribution and paired-sample (2-tailed) t tests. The proportion of correct responses was significantly lower than incorrect ones in BMAT section 2 (P<.001) and TMUA paper 1 (P<.001) and paper 2 (P<.001). No significant differences were observed in BMAT section 1 (P=.2), TSA section 1 (P=.7), or LNAT papers 1 and 2, section A (P=.3). ChatGPT performed better in BMAT section 1 than section 2 (P=.047), with a maximum candidate ranking of 73% compared to a minimum of 1%. In the TMUA, it engaged with questions but had limited accuracy and no performance difference between papers (P=.6), with candidate rankings below 10%. In the LNAT, it demonstrated moderate success, especially in paper 2's questions; however, student performance data were unavailable. TSA performance varied across years with generally moderate results and fluctuating candidate rankings. Similar trends were observed for easy to moderate difficulty questions (BMAT section 1, P=.3; BMAT section 2, P=.04; TMUA paper 1, P<.001; TMUA paper 2, P=.003; TSA section 1, P=.8; and LNAT papers 1 and 2, section A, P>.99) and hard to challenging ones (BMAT section 1, P=.7; BMAT section 2, P<.001; TMUA paper 1, P=.007; TMUA paper 2, P<.001; TSA section 1, P=.3; and LNAT papers 1 and 2, section A, P=.2). ChatGPT shows promise as a supplementary tool for subject areas and test formats that assess aptitude, problem-solving and critical thinking, and reading comprehension. However, its limitations in areas such as scientific and mathematical knowledge and applications highlight the need for continuous development and integration with conventional learning strategies in order to fully harness its potential.

A Study of Students' English Critical Reading Skill in Senior High School

Enhanced critical reading comprehension skill has recently been called for in a variety of contexts including educational (Huijie, 2010), academic (Liu, 2010), advertising (Pirozzi,2003; Goatly,2000), media (Millan, 1995), among others. With the new curriculum reform, China's English education pays more and more attention to the development of senior high school students' reading ability and thinking quality. The cultivation of critical reading ability is one of the key points to improving thinking and reading ability. The English curriculum standard for senior high schools (2017 edition, 2020 Revision) puts forward requirements related to the critical reading ability of senior high school English learners. In recent years, the college entrance examination English reading comprehension test has also increased the number of times investigating this high-level reading ability，which shows that China's English education attaches great importance to critical reading ability. This study finds that previous scholars have done a lot of theoretical research to explore the essential practical significance of the critical reading ability to English learners through literature review. However, relevant investigation research is rare, which gives this study space to explore.

Effects of Using the KWL Chart on Fostering EFL University Students’ Critical Reading

The purposes of this study were to investigate the use of the KWL chat in improving university students’ English critical reading comprehension and to investigate how those students processed the KWL chart to activate the use of metacognitive strategies when they studied critical reading. The population was university students majoring in English for Communication, with a total of 120 students. Out of this population, purposive sampling was used to select 27 third-year students as a sample. The data were collected through an English critical reading comprehension test and students’ reflective writing in the KWL chart. The data obtained from pre- and post-test were analyzed by using a pair sample t-test. The reflective writing in the KWL chart was coded and categorized, based on theories of metacognitive strategies. Frequency and percentage were used to analyze the use of metacognitive strategies when the students studied a critical reading course. The results showed that there was a significant difference in the scores for the pre-test (M=19.00, SD=3.53) and post-test (M=34.19, SD = 6.61) condition; t(26) = -17.99, p = (.000). The findings from the students’ reflective writings in the KWL chart revealed that the monitoring strategy was the most frequently used. Students used the monitoring strategy while they were reading and studying a critical reading.

An Interdependent Literacy Model to Assist with Critical Reading Comprehension in the English First Additional Language Classroom

Various attempts have been made to assist the multitude of South African learners who experience literacy challenges, particularly critical reading challenges, in the classroom. Although a number of critical literacy models that focus on reading literacy have been developed to alleviate the reading comprehension crisis in South Africa, poor reading comprehension continues to prevail among South African learners, as shown in the Progress in International Reading Literacy Study reports. This article argues for a focus on critical reading comprehension in the classroom. Based on a review of the Four Resources Model of Critical Literacy and the Interdependent Model of Critical Literacy, the researchers propose a new model to the literacy debate, the Critical Reading Interdependent Literacy Model (CRILM), which is designed to be used at school level and is suitable to be used from Grade 4 and beyond. CRILM is based on an instruction and learning framework that promotes a participatory-interactive-interdependent relationship between educators, learners, the text, and the author. Through the text and author, learners will be able to initiate critical insight and societal knowledge development from within the English First Additional Language classroom. Centred on the educator, the learners, the text, and the author, as well as their relation to reality, this proposed new model hypothesises the interaction and interdependence of all the participants during the reading process for the successful development of classroom critical reading comprehension.

IS THE TEST SENSIBLE? DEVELOPING A CRITICAL READING TEST FOR INDONESIAN EFL LEARNERS

This study aims at developing a critical reading test for Indonesian EFL students. This (R &amp; D) project is intended to assess students' progress and is supposed to offer accurate and trustworthy results. The subjects were twenty students from the English Language and Literature Department at Brawijaya University who took part in the try out stage. The test items' difficulty indices ranged from 0.26 to 0.89. The reliability coefficient for the KR-20 was determined to be 0.95, indicating that this multiple-choice critical reading comprehension test is valid and reliable. Despite of the fact that the Critical Reading test is declared valid and reliable, the students’ score taking the Critical Reading test during the try out is less satisfactory. This might be caused by limited number of students taking the try out or problems dealing with teaching and learning process of critical reading in the classroom causing students’ inability to do the test well. Future researchers are suggested to address this issue by either involving more participants during the try out to get the reasons underlying students lack of ability in doing critical reading test.

EFL Teachers’ Perceptions of the Implementation of Active Learning in Reading Classroom

In recent years, scholars and educators of the English language have shown a lot of interest in the active learning approach. Although a few studies have been conducted on teachers' perceptions and practices of active learning in classrooms, few studies have been conducted in Vietnamese contexts on teachers' perceptions and practices of the function of active learning in reading classrooms. Due to that gap, the current study was conducted to investigate teachers' perceptions regarding active learning techniques used in reading classrooms and the role active learning plays in reading instructions. The paper conducted a descriptive study in order to identify the active learning approaches employed by EFL teachers in reading classrooms at private language centers and investigates their perspectives on the role of active learning in reading instruction. The questionnaire and semi-structured interviews were used to collect data from two sources. The participants were twenty-six teachers of English as a foreign language (EFL) from the province of Vinh Long. The result reveals that the participants had a favorable view of the role of active learning. In particular, they felt that active learning allows students to improve their critical thinking and reading comprehension, as well as teamwork, interpersonal skills, and problem-solving abilities. These findings have a number of educational implications.

The Effect of the Flipped Classroom Model to Improve Critical Thinking and Reading Comprehension for Fifth-Grade Students

This paper is motivated by the condition of students who lack Literacy and Critical Reasoning in the learning process and learning outcomes that are still many under KKM because teachers are less familiar with several methods and have yet to use the Flipped Classroom Model. This study aims to improve Reading Comprehension and Critical Thinking using the Flipped Classroom model. This research was conducted in class V of SDN Cibabat Mandiri 1 Cimahi City. This study uses quantitative research methods with the Quasi Experiment Design model using observation, interview, pretest, posttest, and documentation assisted by SPSS 29.0 to calculate the data obtained. With a population of 74 students. The technique used is collecting data on this test method before and after treatment. A live question-and-answer technique was used to find out the test results from the study. After that, samples were taken for the Experimental class, namely the VA class with 37 students and the VB class as the control class with 37 students, so a total of 74 students. Based on the Hypothesis Test results, there is a viable data variant after treatment. The data collection techniques used were observation, interview, pretest, and posttest. The results showed a significant influence on the use of flipped classrooms to improve the reading comprehension and critical thinking skills of grade V students of SDN Cibabat Mandiri 1 Cimahi City. Based on the results of the independent sample T-test, Sig was obtained. (2-tailed) Alternatively, (Significance Two Side-p) of 0.001 &gt; 0.05 means Ho is rejected, and Ha is accepted. This is supported by the average score of the experimental class of 81.16 and the control class of 72.64.

The EFL Students’ Critical Reading Skills Across Cognitive Styles

This study aims to explore the difference between the field independent (FI) and field dependent (FD) learners in the area of EFL critical reading skills. To this end, 60 undergraduate EFL students who had taken and passed the Critical Reading course involved as the subjects. The Group Embedded Figure Test (GEFT) was administered to classify the students’ cognitive styles into FI and FD groups. Furthermore, to measure the students’ critical reading skills, the critical reading comprehension test (CRCT) in the form of multiple choice questions was developed and administered. The test items were focused on assessing students’ analytical and inferential skills of reading texts, specifically on determining the main idea, the purpose, the tone, making an inference and taking conclusion. The findings indicate that there is a statistically significant difference in the critical reading skills between FI and FD students. More specifically, the differences are in determining the main idea, determining the purpose, making an inference, and taking the conclusion of the texts in the CRCT. Pedagogically, selecting appropriate reading texts to be used in Critical Reading course practice for developing the students’ critical reading skills will be beneficial for both of FI and FD students.

The EFL Students’ Critical Reading Skills Across Cognitive Styles

This study aims to explore the difference between the field independent (FI) and field dependent (FD) learners in the area of EFL critical reading skills. To this end, 60 undergraduate EFL students who had taken and passed the Critical Reading course involved as the subjects. The Group Embedded Figure Test (GEFT) was administered to classify the students’ cognitive styles into FI and FD groups. Furthermore, to measure the students’ critical reading skills, the critical reading comprehension test (CRCT) in the form of multiple choice questions was developed and administered. The test items were focused on assessing students’ analytical and inferential skills of reading texts, specifically on determining the main idea, the purpose, the tone, making an inference and taking conclusion. The findings indicate that there is a statistically significant difference in the critical reading skills between FI and FD students. More specifically, the differences are in determining the main idea, determining the purpose, making an inference, and taking the conclusion of the texts in the CRCT. Pedagogically, selecting appropriate reading texts to be used in Critical Reading course practice for developing the students’ critical reading skills will be beneficial for both of FI and FD students.

USING THE REVISED BLOOM’S TAXONOMY TO ANALYZE THE READING COMPREHENSION QUESTIONS IN EFL TEXTBOOK FOR YEAR X OF HIGH SCHOOL

Reading skill is an important skill in the mastery of a language as the more the students read, the more exposed they are to the target language. Giving reading comprehension questions that suit the students’ thinking level has been widely known to foster the students’ critical thinking and reading comprehension. This study aimed (1) to explore the cognitive level of the reading comprehension questions found in EFL textbook based on the Revised Bloom’s Taxonomy and (2) to explore appropriate reading comprehension questions to supplement the EFL textbook to meet the Curriculum of 2013. This study analyzed an EFL textbook for year X of high school based on the cognitive domain of the Revised Bloom’s Taxonomy. The findings show that the proportion between LOTS and HOTS questions was 85.5% and 15.5%. Considering that the EFL textbook was dominated by LOTS questions, it was concluded that the EFL textbook was not appropriate for 10th grade students. Therefore, this study proposed 84 appropriate reading comprehension questions to supplement the EFL textbook so as to allow the students to hone their reading skill through various cognitive processes. There was an increase of 20.4% in the percentage of HOTS questions after the addition of the researcher’s supplementary questions, so the proportion between LOTS and HOTS questions became 65.1% (LOTS questions) and 34.9% (HOTS questions).

EFEKTIFITAS PENGEMBANGAN WONDERSHARE QUIS CREATOR DALAM MENINGKATKAN KETERAMPILAN MEMBACA PEMAHAMAN KRITIS SISWA SD

This technological development affects the Indonesian language learning model at all levels of education, especially in elementary schools (SD). In teaching and learning activities, one of which is an evaluation tool is needed. This study aims to determine the Effectiveness of Developing an Evaluation Tool Based on Wondershare Quis Creator to Measure Critical Reading Comprehension Skills in Grade 6 Elementary School Students. Research methods carried out include Research and Development (research development). The research subjects were 6th grade students of SDN Ngagel 1/394 Surabaya aged 8-11 years, totaling 50 students. The results of this study showed that the critical reading comprehension skills of grade 6 students were in the high category with an average n-gain score of 0.76. The conclusion of this study is that the effectiveness of the Wondeshare Quis Creator-based evaluation tool to improve the critical reading skills of 6th grade elementary school students has increased significantly.

EFEKTIFITAS PENGEMBANGAN WONDERSHARE QUIS CREATOR DALAM MENINGKATKAN KETERAMPILAN MEMBACA PEMAHAMAN KRITIS SISWA SD

This technological development affects the Indonesian language learning model at all levels of education, especially in elementary schools (SD). In teaching and learning activities, one of which is an evaluation tool is needed. This study aims to determine the Effectiveness of Developing an Evaluation Tool Based on Wondershare Quis Creator to Measure Critical Reading Comprehension Skills in Grade 6 Elementary School Students. Research methods carried out include Research and Development (research development). The research subjects were 6th grade students of SDN Ngagel 1/394 Surabaya aged 8-11 years, totaling 50 students. The results of this study showed that the critical reading comprehension skills of grade 6 students were in the high category with an average n-gain score of 0.76. The conclusion of this study is that the effectiveness of the Wondeshare Quis Creator-based evaluation tool to improve the critical reading skills of 6th grade elementary school students has increased significantly.

Making the Invisible Visible: Using Equalities as Metaphors of Critical Thinking and Reading Comprehension

Making the Invisible Visible: Using Equalities as Metaphors of Critical Thinking and Reading Comprehension

Effect of Collaborative Strategic Reading (CSR)-Aided Instruction on Students’ Critical Reading in Post-Covid 19 Pandemic

There have been numerous studies on collaborative strategic reading (CSR) in English language instruction; however, only a few of them have demonstrated its usefulness in critical reading comprehension. As a result, the purpose of this quasi-experimental study was to see how it affected students' critical reading skills when used as a teaching method in one of Lombok's private schools. There were 40 students in total, divided into two groups, one experimental and one control. To assess students' critical reading achievement, both groups were given a pre-test and a post-test, which were analyzed using the t-test method. By t-test = 2.169 and t-table = 1.679, the statistical evidence demonstrated that the experimental group considerably beat their counterparts in the control group in terms of critical reading comprehension. As a result, CSR was very helpful in cultivating students' critical reading comprehension.