Analysis of Factors that Promote EFL Critical Reading –The case of third year M’sila University
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Date
2020-06
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Abstract
Reading in foreign language is considered as one of the most difficult tasks for EFL learners due to the complexity of this skill where learners still read using traditional ways. Therefore, developing critical reading has been set as a primary goal in higher education for years. This study is an attempt to investigate the factors that promote critical reading; the main purpose is to clearly define the term critical reading to learners, and to pinpoint the ways leading to successful critical readers. However, there are no explicit guidelines on how to implement the reading skills of EFL young learners. The researchers have selected the mixed method as the most appropriate which is basically directed towards EFL learners as it helps identify the most effective factors that promote EFL learners critical reading as widely reflected through the data collected. For this purpose, a students’ questionnaire was addressed to third year license students of English department at M’sila University using random sampling of 25 learners from EFL population of 80 students. Similarly, another questionnaire was administered to teachers in the field for further insights concerning the different factors that help learners to read critically.