The Self-reported Perceptions of Engineering Students’ Critical Reading Strategies (original) (raw)
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An Investigation of Critical Reading Skills on Tertiary Level Students
2019
Tertiary level students are supposed to graduate from university with fully critical reading skills awareness. However, for a variety of reasons these skills are not always as well developed as they might be. This paper seeks to explore first year university students‟ critical reading skills at Arab Open University. A reading test, assessingstudents‟ critical reading skills, was conducted by the researcher.The data obtained was entered and processed by using (SPSS) program.Results of the analysis showed that participants do not have critical reading skillsand can‟t be considered as active readers due to their unfamiliarity with of using reading strategies to deal with unfamiliar texts. International Journal of Contemporary Applied Researches Vol. 6, No. 9, September 2019 (ISSN: 2308-1365) www.ijcar.net 71
Mastering a foreign language is a must in today society and hence the institutional efforts made at improving our students' linguistic competences at all education levels. If university students are future language teachers, teacher trainers ineludibly need to help trainees to become both fully competent users of the target language and reflective teachers. Parallel to this, the fact that at many primary and secondary schools English is becoming the language through which young learners have access to non-linguistic contents, trainees need to master the language they will use as a tool for instruction but also to be able to apply pedagogical proposals for cross disciplinary teaching and learning. We depart from these premises and focus on the development of our students' critical reading skills as a means to help them improve their mastery of the target language and their ability to reflect upon non-linguistic contents. Therefore, we base our study on how to work with texts at university level on two solid pillars: on the one hand, the Content and Language Integrated Learning (CLIL) methodology and on the other, critical literacy studies (Abdullah, 1994, Cassany, 2006; Serafini, 2003). The present article is part of the work carried out in our 2007-2009 Teaching Quality Improvement project (MQD) entitled " Teaching strategies to develop critical linguistic competences for Teacher's Training in Foreign Language Degree through English subjects ". One of the objectives of this project, thus, is to design and put into practice teaching strategies to improve the English level of our future foreign language teachers and, more precisely, we aim at analysing a series of guidelines to train/coach our students in terms of critical reading of different text types (e.g. literary, scientific, educational and journalistic). The investigation presented in this paper aims at a) describing our students' critical literacy competence when reading texts from different sources and b) collecting evidence for the establishment of a relationship between students' competences of English and critical reading. In this paper, we will explain the preliminary results of the several experiences carried out by our group from a cross disciplinary perspective. Secondly, we will focus on the analysis of the available data (both qualitative and quantitative) and, especially, on the statistic study of the possible correlation of our university students English language level and their critical reading competence in English. Even though our results seem to be quite promising and positive they may indicate a long process left, too. In other words, there is a lot of work to be done concerning the homogeneous implementation of teaching strategies on specific reading and, above all, facilitating our students to position themselves and think critically.
Postgraduate Students’ Perceived and Actual Performance in Critical Reading Skills
Asian Journal of University Education
The democratisation and commodification of education has witnessed an increase in postgraduate education as it is one of the main sources contributing to the advancement of knowledge, technology, and innovation. However, despite the significant rise in numbers, the returns at both the global and national levels have been low due to high attrition and low completion rates among the students. One among the numerous factors cited has been the postgraduate students' limited competencies in language and research skills. In terms of language, postgraduate students are expected to possess good working knowledge of the English language and be able to read academic literature and write their thesis with acceptable standard of English. Therefore, the main aim of this paper was to assess postgraduate students' perceived and actual performance in critical reading skills. This study involved a total of 50 postgraduate students from a private university in Malaysia. Data for this study were collected using a questionnaire and a reading test based on the Malaysian University English Test (MUET) Reading Examination Paper. The findings revealed that there was a significant difference between the two performances. Students held a higher perception of their ability when compared to their actual performance in critical reading skills. These results indicate that there is a need for innovative approaches to develop postgraduate students' critical reading skills so that they can successfully complete their studies within the given duration and graduate on time.
The Role of Critical Reading to Promote Students’ Critical Thinking and Reading Comprehension
Jurnal Pendidikan dan Pengajaran
Developing students' critical thinking and reading comprehension is crucial, particularly for those in colleges, because they need to read numerous scientific journals and textbooks written in English. Therefore, students need to employ critical reading strategies to raise their critical thinking skills for a successful academic life. However, current studies have shown a lack of critical thinking strategies among Indonesian students, thereby leading to various academic problems, particularly the inability to comprehend English. Therefore, this research aims to explore critical reading's role to support students' critical thinking and reading comprehension skills when reading a text. This is a qualitative research with the purposive random technique used to obtain data from seven (7) EFL non-English major undergraduate students in their 2nd semester through three (3) short argumentative texts, a semi-structured interview, and students' answers in written forms. The results showed that students developed their critical thinking skills and improved their reading comprehension in varying degrees by exposure to numerous tasks.
Critical thinking skills are often emphasized in introductory university courses because of their importance in later levels of study. The primary purpose of this research is to examine and assess the relationship between reading comprehension and critical thinking. Students who plan on furthering their education after high school would benefit greatly from classes that teach them to read critically and assess texts. This study set out to quantify how much critical thought students put into their English reading. The research relies on a questionnaire administered to undergraduates at a single Karachi university as part of a qualitative investigation. Undergraduates still lack the abilities necessary for reading for pleasure, a problem that is highlighted by the study because of the importance of the link between reading comprehension and critical thinking. The results of this study reveal that college students have an optimistic view of reading comprehension, but that this view is not reflected in either their level of critical thinking or their aptitude to read critically. Reading a book instead of looking at a screen is better for your health, your mind, and your capacity to think critically. Instilling in children a lifelong love of reading is crucial to their academic achievement. Among the most significant recommendations provided by the current study are the refurbishment and expansion of libraries, the encouragement of students' use of higher order thinking skills to enhance their reading and comprehension in any context, and the revision of the English curriculum.
Zenodo (CERN European Organization for Nuclear Research), 2022
This study attempts to investigate the perceptions of English Language Teachers about teaching the critical reading skills. Critical reading is considered one of the essential skills for students in today's world. One of the main objectives of teaching English subject at college level, Hyderabad, is also to promote critical reading skills. Therefore, this study sought to explore the perceptions of ELT teachers have about critical reading and also tried to investigate their understanding level about teaching critical reading skills. Qualitative research method was adopted to conduct this inquiry in which the techniques of classroom ethnography were used as research design. Data was collected into two phases. In first phase, the semi-structured interviews were taken from the twelve (12) English language Teachers who were teaching English at public colleges of Hyderabad, Pakistan. In second phase, classes of five (05) English language teachers were observed. Findings of this study reveals that most teachers had unclear about critical reading which indicates that they were not able to properly implement critical reading skills in their language classrooms. Result of this study suggests that reforms should be made at pre-service teachers training programs about teaching the critical reading skills so that ELT teachers can develop better understanding of this notion.
2015
Critical thinking skill is one of the most crucial life skills that should be possessed by the students. The objectives of this study were: (1) to find out whether or not there was a significant correlation between student’s critical thinking and critical reading skills, (2) to know the student’s level of their critical thinking skills, (3) to know the student’s level of critical reading skills, (4) to find out the contribution of each aspect of critical thinking skills toward each aspect of critical reading skills, (5) to seek the mean difference of student’s critical thinking skills based on their gender, and (6) to seek the mean differences of student’s critical reading skills based on their gender. This research was conducted using correlational research design. In collecting the data, there were two tests administered in this study, those were CAAP for Critical Thinking Test and the SAT for Critical Reading skills. The population of this study consisted of 170 undergraduate stu...
Researchers believe that awareness and monitoring of one's comprehension processes are critically important for skilled reading. A major issue in education today is the concern about students' ability to read critically and to evaluate the material. This study was designed to investigate the impact of teaching critical reading strategies on the development of critical reading ability of EFL learners. To this end, 60 third semester Iranian college students of Islamic Azad University, Qom branch, majoring in English translation, aged between 21 and 36 were selected to participate in this study. They were assigned to two experimental and control groups after being homogenized through a Nelson test. After the pretest, the same content (10 reading texts) was taught to both groups with the only difference that the experimental group was taught critical reading strategies such as annotating, questioning, outlining, summarizing, and inferencing while in the control group the common ...
Research Article, 2023
The purpose of this study is to enhance awareness about critical reading strategies among English language learners in public sector schools. The current study focused on high school English language learners and their level of understanding towards critical reading strategies. The nature of the current study is qualitative, in this study teacher researcher had observed that EFL learners, they were unaware about the use of critical reading strategies at secondary school level. This study is purely an action research conducted into three phases by using Stringers (2007) action research cycles. In first phase teacher researcher had analyzed the content of critical reading exercises from textbook published by Sindh textbook board Jamshoro. In the second phase researcher observed the research participants through observation checklist. In the third phase teacher researcher conducted the semi-structured interviews. In last to ensure the validity of data researcher had triangulated the collected data. The data collected in first phase was analyzed through content analysis using Tovani (2000) critical reading model. Moreover the data collected through observation checklist and semi-structured were analyzed through thematic analysis using Braun and Clarke model (2006). The results revealed that critical reading promotes critical reading comprehension, it helps in understanding the meaning behind the text. It is deduced from interviews data that EFL learners' comprehension level was low due to lack of critical reading strategies.