ABSTRACT If postmodernism is a house of mirrors, Ali Smith’s The Accidental (2005) acts as the stone thrown through the glass. Yet, the novel appears to recoil from the explicit metafictional pyrotechnics of its predecessors, presenting a critical puzzle: how does Smith dismantle reality without breaking the surface tension of her prose? This article proposes a reading of the novel not merely as a metafictional game, but as a precarious exercise in “covert deictic potential.” By placing Brian McHale’s (1987, 1992) “ontological dominant” in tension with Andrea Macrae’s (2010, 2019) cartography of “discourse deixis,” I ask whether Smith is operating a narrative stealth mission. While Macrae’s model typically illuminates explicit metafiction, this essay explores how Smith repurposes these signposts to remain hidden, requiring the reader to unearth them. Through a synthesis of these narratological tools and a reevaluation of the Heideggerian Pseudos (the “false” that reveals), I suggest that the character of Amber functions less as a protagonist and more as a specific narrative algorithm. Through an archeological excavation of the text, we might discover how Smith forces the reader into a co-authorial role, transforming the act of reading into a volatile exercise in world-making.

The development of critical reading and critical thinking skills is essential in teacher education, particularly for pre-service elementary school teachers who are expected to evaluate information critically and guide students in higher-order literacy practices. The increasing use of Learning Management Systems (LMS) in higher education provides opportunities to support students’ engagement with academic texts. However, limited research has examined how LMS engagement relates to students’ intention to participate in critical reading activities within teacher education contexts. The present study examines the relationship between LMS engagement and pre-service (PPG) students’ intention to engage in critical reading, as measured by the Critical Reading Intention Scale (CRIS), based on the Theory of Planned Behavior (TPB). A quantitative survey design was employed involving 109 pre-service teacher students from three universities in Indonesia. Data were collected via an online questionnaire that measured LMS usability and critical reading intention. The data were analyzed using non-parametric statistical analysis. The results indicate a statistically significant relationship between LMS engagement and students’ critical reading intention (p < 0.05). These findings elucidate that LMS-supported learning environments may be associated with students’ attitudes, perceived norms, and perceived control regarding critical reading activities. The study highlights the potential role of LMS-based instructional design in supporting critical reading engagement in pre-service teacher education.

This study aims to examine the profile of critical reading, including reading habits, critical reading skills, and reading activities of the Kasepuhan Banten Kidul community. Critical reading skills are an essential foundation for modern society, which requires not only understanding the content of information but also evaluating the accuracy, relevance, and credibility of the sources of information obtained. Research on critical reading in indigenous communities especially studies that integrate reading habits, skills, and activities simultaneously using a mixed-methods approach remains limited. This study employs a mixed-methods design, with a qualitative approach used to explore the community's experiences, practices, and perceptions related to critical reading activities, while the quantitative approach measures reading frequency and comprehension levels. The study involved 279 participants, using data collection instruments including a 34-item reading habits questionnaire, a reading comprehension test analyzing 3 news items, and observations of reading activities. The results indicate that reading habits were at a moderate level for 217 respondents (77.8%), while critical reading skills were low, with 119 respondents scoring between 50–59. Pre-reading attention was relatively good, with most respondents paying attention to the title before reading the text (205 of 279 respondents) and also to images or illustrations accompanying the text (218 respondents). These findings suggest that reading activities have not been fully accompanied by deep cognitive engagement or a critical attitude toward content and sources.

Abstract—The rapid growth of online libraries has resulted in information overload, making it challenging for readers to identify books that match their interests through traditional search methods. This paper presents ReadSphere, a web-based book discovery platform designed to simplify and personalize the reading experience. The system is developed using modern technologies including Next.js, React, Tailwind CSS, TypeScript, and a Supabase PostgreSQL database.The core of the platform is a mood-based recommendation approach that combines rule-based mapping, keyword analysis, and basic semantic understanding to generate relevant book suggestions. In addition to recommendation functionality, the system incorporates secure authentication using Clerk and an AI-assisted chatbot to provide quick book summaries and assist in exploration.The platform also includes reading activity tracking and dashboard-based analytics, enabling users to monitor their reading patterns over time. The proposed approach demonstrates an effective way to enhance user engagement and simplify book discovery without relying on computationally intensive machine learning models. Index Terms—Book Recommendation, Personalized Systems, Digital Libraries, Mood-Based Filtering, Reading Analytics, Web Application.

This study aimed to determine the level of reading comprehension using the meta-cognition strategy in terms of self-monitoring, self-regulation, summarization, the level of reading comprehension among grade 7 to 10 learners, and the significant relationship between the meta-cognition strategy and the level of reading comprehension. This study used a descriptive correlational method of research. The result revealed that the level of reading comprehension using the meta-cognition strategy in terms of self-monitoring, self-regulation, and summarization was at a high level. Moreover, the result also revealed that the level of reading comprehension among learners was indicated as a high level. The result also revealed that there is no significant relationship between meta-cognition strategy and the level of reading comprehension. These suggest that educators explore additional factors and instructional methods that may more effectively influence reading comprehension. While metacognitive strategies should not be disregarded, combining them with other proven approaches such as explicit teaching techniques, interactive reading activities, and comprehension-based assessments may yield more significant results. Further, to sustain and further enhance learners’ reading comprehension, it is recommended that educators continue to implement effective teaching strategies that promote active reading and critical thinking. Additionally, schools should consider providing additional resources and training to support learners who may still require improvement, ensuring that all students achieve optimal comprehension skills.

Reading comprehension remains a major challenge in Indonesian elementary education, requiring innovative and engaging learning media that integrate digital technology and gamification. This study addresses the need for interactive digital learning tools by developing a Genially-based digital Snakes and Ladders game to support reading comprehension among Phase C students. This research employed a Research and Development (RD) approach using the ADDIE model. The effectiveness of the developed media was examined through a pre-experimental one-group pretest–posttest design involving 31 Phase C students. Data were collected using reading comprehension tests, expert validation sheets, and student response questionnaires. Data analysis included paired sample t-test and N-Gain to measure learning improvement. The results showed that the digital Snakes and Ladders game was feasible and appropriate based on expert validation. Students responded positively, indicating increased motivation and engagement in reading activities. Statistical analysis revealed a significant difference between pretest and posttest scores (p 0.05), with an N-Gain value of 0.71, categorized as high. This indicates a substantial improvement in students’ reading comprehension after using the Genially-based game. The findings demonstrate that integrating interactive storytelling and game-based digital media can effectively enhance reading comprehension among elementary students. The Genially-based digital Snakes and Ladders game provides an engaging learning environment that supports active participation and deeper understanding of reading texts. This media has strong potential to be adapted for other learning materials and broader educational contexts.

This study explored the distribution of question types used by early childhood teachers during picture book reading activities and their perceptions of generative AI use. Question types included literal, inferential, applied, and critical questions, and perceptions of AI use focused on usefulness, challenges, limitations, and needs. Participants consisted of eight in-service teachers in charge of 4-year-old classrooms, who were split into two groups of four: a generative AI use group and a non-use group. From August 28 to November 30, 2025, a total of 80 picture book reading sessions (ten per teacher) were conducted using the same ten picture books. All sessions were transcribed. The activities were examined across three stages introduction (cover exploration), reading, and post-reading, and the frequency of open-ended questions was analyzed. Two rounds of semi-structured interviews were also conducted with the four teachers in the generative AI use group. The results showed that the generative AI use group used inferential questions more frequently across all stages and applied critical questions more, particularly in the post-reading stage, whereas the non-use group tended to focus more on literal questions. Interviews also showed both the usefulness and limitations of generative AI in supporting teachers’ preparation.

This article proposes the construction of a didactic sequence (Dolz; Noverraz; Schneuwly, 2004) for the use of media genres disseminated on Francophone digital information platforms in the teaching and learning of French as a foreign language (FLE). Specifically, this proposal focuses on the development of a didactic sequence through which reading activities in FLE are carried out based on the media genres of news and reports broadcast on francophone continuous information websites. The objective of this article is, therefore, to construct a didactic-pedagogical device composed of five action procedures that address both the linguistic-discursive learning needs of the target FFL learners and the particularities of the media discursive genres news and reportage in FLE disseminated online (Coiro, 2011; Cho; Afflerbach, 2015). To achieve this purpose, this article is based on the Bakhtinian conception of language and discourse genres (Bakhtin, 2016), the socio-cognitive perspective of reading, and the pedagogy of multiliteracies. In its methodological plan, this work is action-research of a qualitative nature (Lewin, 1946; Barbier, 2007). The results of this research indicate that constructing a didactic sequence responsive to the invested didactic-pedagogical intentions—and the projected teaching-learning purposes—in the use of news and reportage discourse genres in FFL (French as a Foreign Language) classes emerges as a feasible pedagogical resource and path that tends to contribute to guiding reading activities in FFL teaching and learning. The didactic sequence presented in this article proves to be potentially applicable to the teaching and learning not only of French as a Foreign Language (FFL), but also of other foreign languages, as well as the mother tongue. In parallel, the use of media discourse genres is also confirmed as a didactic-pedagogical resource capable of providing the FFL learner with opportunities to build and expand their linguistic-discursive-social repertoire in the foreign language being learned.

This pilot study will investigate the various impressions of comprehensible and incomprehensible input on second language acquisition. A crossover design was used with two intermediate level learners being exposed to the two types of inputs randomly, to complete comprehension, listening and reading activities. Quantitative outcomes showed that there was a steady decline in performance at the incomprehensible input stage, and mean values of comprehension, listening and reading scores were lower. Qualitative commentaries mentioned that incomprehensible input was accompanied by more cognitive load and effortful processing whereas comprehensible input was seen as more efficient and pleasant to learn. These results confirm the Comprehensible Input Hypothesis proposed by Krashen who stated that the best way of learning a language is to have the input a little higher than the level of the learners but not too high as to be misunderstood. The paper also highlights the importance of a cognitive engagement in dealing with difficult input as the initial proof of the possible advantages of the properly designed incomprehensible text. Although the sample size and controlled environment are limited, the research gives some implications to the educators and curriculum developers on maximizing the quality of inputs to improve language learning results. Further studies with larger sample sizes, multi language modalities and longitudinal designs are ideal to explore the subtle impact of input comprehensibility.

This qualitative descriptive study examines how reading difficulties influence self‑confidence in classroom communication among children aged 6–12 in Desa Lau Dendang. Using purposive sampling (n = 12), data were collected through classroom observation, semi‑structured interviews with students and teachers, and documentation of reading activities. Thematic analysis identified three main themes: reduced oral participation, reading anxiety manifesting as avoidance behaviors, and the mitigating role of teacher and parental support. Practical recommendations include targeted remedial reading, structured speaking opportunities, and family‑school collaboration to strengthen both literacy and communicative confidence.

IntroductionThis study examined the associations between ecological support factors and social-emotional competencies (SEC) among 463 rural XiZang primary school students (Grades 4–6).MethodsUsing a cross-sectional survey design, regression analyses, cluster analysis, and bootstrap-based mediation analyses were conducted to explore how ecological supports, reading experiences, and perceived instructional practices related to students' SEC.ResultsTeacher Support showed the strongest and most consistent associations with SEC dimensions (B = 0.15–0.34, p < 0.05), while grade-stratified analyses revealed that sixth graders exhibited a distinct pattern in which Class Management and Family Support, rather than Teacher Support, were significantly associated with SEC. Students who reported prior experience with emotion-themed picture books showed significantly higher SEC scores across multiple dimensions. Cluster analysis identified three student profiles differing in levels of ecological support and SEC, with significant associations observed between profile membership and family economic status, parental marital status, and reading experience. Cross-sectional mediation analyses indicated that students' perceptions of teacher-led reading activities (Character Emotion Analysis and Emotion Regulation Instruction) showed significant indirect associations with the Teacher Support–SEC relationship, whereas perceptions of formal curricular courses (Moral and Legal Education, Psychological Health Education) did not.DiscussionThese findings suggest that teacher-led reading practices may represent a salient correlate of social-emotional development in resource-constrained educational settings, though future longitudinal and experimental research is needed to establish causal relationships and evaluate intervention effectiveness.

Reading exercises in textbooks play an important role in shaping students’ cognitive experiences, particularly in English language learning. However, the levels of cognitive processes required by textbook reading exercises need to be systematically analyzed to identify the cognitive orientation being developed. This study aims to analyze the distribution of cognitive process levels in reading exercises in the English for Nusantara Grade VIII textbook based on the Revised Bloom’s Taxonomy framework. This study employed a qualitative descriptive approach using content analysis techniques. The data consisted of reading tasks found in the textbook, with a total of 140 tasks identified. Seventeen tasks were excluded because they did not meet the criteria of the Cognitive Process Dimension (CPD), resulting in 123 specific reading tasks being analyzed. Each task was classified into the six levels of cognitive processes in the Revised Bloom’s Taxonomy through verbatim tabulation and theory-based judgment, which were verified through expert judgment by English teachers. The results indicate that the distribution of cognitive process levels is dominated by Remembering (43.09%) and Understanding (36.59%). Applying (2.44%), Analyzing (10.57%), and Evaluating (7.32%) appear in smaller proportions, while no reading tasks were found at the Creating level (0.00%). In conclusion, the reading exercises in the English for Nusantara Grade VIII textbook are oriented toward low- to mid-level cognitive processes, with limited opportunities for the development of higher-order thinking skills. Therefore, more cognitively balanced reading exercises are needed to optimize the role of reading activities in learning.

This study explores the integration of Islamic values in English Language Teaching especially reading within Islamic higher educational institutions, utilizing contrastive analysis as a pedagogical approach. The integration of these values aims to create a learning environment that not only emphasizes language skills but also reinforces Islamic ethical and moral principles. Contrastive analysis, which compares the students' native language (L1) with English (L2), helps educators identify potential challenges and similarities, facilitating a more effective and contextually relevant language acquisition process. This method allows instructors to design reading challenges and activities to improve reading skills while infusing Islamic perspectives. In teaching generic text structures, contrastive analysis enables a comparison of Arabic language awareness with English terminology, assisting students in mastering these structures with an understanding of both linguistic contexts. Furthermore, contrastive analysis supports vocabulary acquisition by connecting English words with Islamic concepts, enhancing students' cultural sensitivity and ethical engagement with language learning. By linking English terminology with Islamic principles such as "charity" with zakat and "patience" with sabr students gain deeper insights into the linguistic and cultural meanings behind these words. The study also emphasizes building a culturally aware mindset, wherein students understand cultural distinctions and apply language respectfully and ethically, in alignment with Islamic values. Ultimately, integrating Islamic values through contrastive analysis fosters a learning environment where students strengthen their Islamic identity, ethical conduct, and language competency, preparing them to communicate effectively in a global context while upholding their faith and cultural identity.

Background: Reading comprehension is a core component of EFL learning, yet many secondary classrooms still rely on teacher-centered instruction that limits interaction, engagement, and deeper interpretation of texts. Recent pedagogical perspectives suggest that collaborative classroom interaction can strengthen students’ comprehension and critical reading development. Aims: This study investigates how interaction-driven instructional practices support reading comprehension development in EFL classrooms, with particular attention to collaborative meaning-making during reading activities. Methods: A qualitative descriptive design was employed. Data were collected through classroom observations, semi-structured interviews with teachers and students, and analysis of instructional documents. Participants were selected purposively based on their involvement in interactive reading instruction. The data were analyzed using thematic coding and interpretative analysis. Results: The findings show that collaborative discussion and guided questioning increased student participation and supported deeper interpretation of texts. Students became more confident in expressing ideas and negotiating meaning with peers. Teachers also reported that interactive activities reduced reading anxiety and created a more supportive learning environment. However, differences in vocabulary mastery and learning motivation influenced the level of participation. Conclusion: Interaction-driven pedagogy plays an important role in improving reading comprehension in EFL classrooms by promoting collaborative meaning-making, reflective engagement, and active participation. The study highlights the value of structured interaction and scaffolded discussion in creating more inclusive, meaningful, and pedagogically effective reading instruction in secondary English education.

The English language serves as the primary medium for technology, commerce, and various other fields, which draws people from across the globe to learn English as a second or foreign language. English serves as the primary medium of instruction in Ugandan schools, yet a significant portion of students in rural areas struggle with grammar, hindering their ability to participate effectively in classroom discussions, oral examinations and daily communication. It is against this background that the study assessed the effect of grammar on English language proficiency among secondary school students in Mukono district, Uganda. Skinner’s (Verbal behavior, Copley Publishing Group, Acton, 1957) Behavioral Theory of Language Learning underpinned the study as it posits that behavior, including language learning, is shaped by environmental stimuli and responses, with reinforcement playing a critical role in strengthening desired behaviors. The study employed a cross-sectional research design using a mixed-methods approach, integrating both quantitative and qualitative methodologies. Quantitative data were collected from 176 Senior Three students using questionnaires, whereas qualitative data were gathered through interviews from 12 English language teachers. Quantitative data were analyzed using SPSS while Qualitative data obtained from the interviews were analyzed using thematic analysis. The results indicated that students who were able to apply correct grammatical structures performed better in writing and speaking assessments. The study concluded that mastery of grammatical structures such as tense usage, sentence construction, and punctuation was found to directly influence students’ performance in both written and verbal communication. The study recommended that teachers should integrate grammar teaching into speaking, writing, and reading activities, focusing on real-world applications.

It has been a general consensus among EFL learners that reading is one of the most challenging skills to master fully through productive exposure to their target language. Its difficulty does not only lie in the ability to decode the meanings of certain words but also in interpreting the implicit meanings formed in the texts. For this reason, second language educators need to promote more interactive, joyful, and meaningful reading activities that enable EFL learners to experience a higher degree of enjoyment. This can be achieved through the conduct of extensive reading activities, in which language learners are deliberately given the freedom to select varied texts that interest them the most. The researchers initiated this qualitative library study to investigate the role of digital reading texts in promoting extensive reading activity. To do so, the researchers employed a thematic analysis approach in analysing the identical findings from 30 previously published digital reading texts and extensive reading articles. A thematic analysis approach was applied to generate more dependable, tenable, and sound research results, as the intended data would be grouped in similar themes. The research results, categorized thematically, revealed that digital reading texts are beneficial for promoting extensive reading activities in EFL classrooms, as they fostered exponential growth in reading proficiency and disseminated more lively literacy dynamics.

ABSTRACT This practitioner inquiry employs AsianCrit to inform both the design and analysis of two children's literature workshops, critically examining how Chinese American bi/multilingual children define and evaluate Chinese American picturebooks and envision more diverse representations. Drawing on classroom recordings, interviews, and rich artifacts, this study highlighted how Chinese American children can serve as co‐theorizers and critics of children's literature when given the opportunity to reflect on and discuss their racialized, linguistic, and transnational experiences. The study underscores the importance of actively incorporating children's perspectives into reimagining more diverse and authentic representations in children's literature. It also offers pedagogical implications for practitioners to engage in critical reflection on their own biases, employ intentional reading strategies and activities, and collaborate with local communities to shape students' experiences with literature.

The qualitative action research that is currently undertaken in the classroom is the exploration of the experience of ESL students in the contextual reading activities to acquire vocabulary. The research was carried out in a Pakistani secondary school and English classroom in which the researcher conducted the study where he engaged 25 students to be part of a four-week intervention that entailed the implementation of contextual clues strategies in reading comprehension assignments. The data collection tools were semi structured interview, reflective journal, classroom observations, and focus group discussions. Thematic analysis revealed that there are four broad themes that include: enhanced word awareness and inferencing abilities, enhanced confidence in reading independently, collaborative meaning-making as a learning scaffold, and continued inability to read between the lines in complex context. The findings have revealed that contextual reading exercise positively influences vocabulary acquisition experiences of students by facilitating text-based interaction and motivating them to apply strategies. However, the effectiveness of these activities depends on the suitability of the text, abilities of the learners, and didactical support. The study contributes to the study of vocabulary in the experiential dimension using context and pedagogical implication to the ESL teachers.

This study aims to describe the implementation of the Cooperative Integrated Reading and Composition (CIRC) learning model in improving students' reading skills on academic ability test questions, as well as identifying the obstacles faced by teachers in its implementation. The subjects of the study were teachers at Sukoharjo State Islamic Senior High School and Sukoharjo State Islamic Junior High School 3. The informants of this study were teachers. The study used a qualitative descriptive approach with data collection techniques through observation, interviews, and documentation. The results showed that the implementation of the CIRC model was carried out through four steps of activities, namely preparation and understanding of the topic (pre-reading), reading activities (reading), writing activities (writing), and post-reading activities (post-reading). These four steps were able to encourage active student involvement, improve text comprehension, and train students' analytical skills in answering academic ability test questions. However, in its implementation, teachers still face several obstacles, namely limited time to implement all stages of CIRC, differences in student ability levels, difficulties in managing group discussions, and limited resources and relevant teaching materials. Based on these findings, it can be concluded that the CIRC model has the potential to improve students' reading skills on academic ability test questions, but it requires careful planning, effective classroom management, and adequate learning resource support so that its implementation can run optimally.

ABSTRACT This article examines several poems from Ernst Meister's Pythiusa (1958) that engage with nature as a book filled with ‘signs’ that awaits the poet's act of reading. By contextualising the collection within the tradition of ‘Naturlyrik’ and close readings of ‘Tabula’, ‘Stumme Testamente’ and ‘Verbündet’, I show how Meister's poems achieve a balance between concrete experiences of the world of the senses — phenomenality — and abstract philosophical thinking — conceptuality — through a variety of stylistic features, including apostrophe, the dative pronoun and condensation, in order to specify Meister's poems as illustrating a ‘cosmological’ variant of nature poetry. I argue that Meister aims to express a nature poetry that is truthful in the sense that nature comes into its own being as a creative, technological subject that produces its own artefacts, as opposed to acting as a reflection of ‘all too’ human categories. This cosmological approach towards nature reveals the ignored but deeply phenomenal basis of Meister's poetry and reconceives the development and possibilities of ‘Naturlyrik’ as a genre.