ENHANCING EFL STUDENTS CRITICAL READING SKILLS THROUGH THEME-BASED POETRY: A DECONSTRUCTIVE APPROACH
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Abstract
There is an increasing need to be literate and critical readers in the language learning and teaching process. In such a dynamic world, language learners should gain several insights into critical reading skills, such as analyzing and reflecting. Therefore, this study implies that the immersion of students in the literary world through the deconstruction of tasks using theme-based poetry could lead to an improvement in their reading and, subsequently, critical reading skills. This study focuses on the growing demand for language learners to develop critical reading skills, such as interpreting, making logical deductions, reflecting, and responding, in an ever-changing world. In this respect, it proposes that theme-based poetry through reconstructive tasks could improve students’ critical reading and thinking skills. An action research design involving 30 high school EFL students with English proficiency level B1 was utilized. Data were collected through three semi-structured focus group interviews and observation, analyzed by both the teacher researcher and an independent party to ensure reliability and credibility. The results showed that EFL high school students made notable progress in their critical reading skills with the help of theme-based poetry. Student feedback demonstrated a marked improvement in the critical reading skills of the students, which can be attributed to the incorporation of reconstructive analysis into theme-based poetry teaching.
