EFL Learners' Critical Literacy Practices: A Case Study of Four College Students in Taiwan

Autor/inn/en	Ko, Mei-yun; Wang, Tzu-Fu
Titel	EFL Learners' Critical Literacy Practices: A Case Study of Four College Students in Taiwan
Quelle	In: Asia-Pacific Education Researcher, 22 (2013) 3, S.221-229 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-012-0013-5
Schlagwörter	Critical Literacy; English (Second Language); Second Language Learning; Second Language Instruction; Cultural Context; Gender Differences; Reading Strategies; Student Attitudes; Undergraduate Students; Case Studies; Essays; Language Proficiency; Reading Instruction; Social Influences; Foreign Countries; Qualitative Research; Discourse Analysis; Taiwan + Suchen Sie Ihr Suchwort? Kritisches Lesen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Geschlechterkonflikt; Reading strategy; Leselernstufe; Lesetechnik; Schülerverhalten; Case study; Fallstudie; Case Study; Essay; Aufsatzunterricht; Language skill; Language skills; Sprachkompetenz; Leseunterricht; Sozialer Einfluss; Ausland; Qualitative Forschung; Diskursanalyse
Abstract	This qualitative case study explored four English-as-a-foreign-language (EFL) learners' critical literacy practices by analyzing their reflective essays on a gender-related article and their perceptions of critical literacy. Four participants with varying English proficiency were purposefully selected from a critical literacy-oriented reading class at a university in Taiwan. Drawing on the concept of the dialectical relationship between discourse and society from critical discourse analysis, the analyses of students' reflective essays focused on how discourses presented in students' essays are shaped by and shaping their social contexts. Findings show that all four students demonstrated a certain degree of critical literacy despite their different English proficiency. However, they adopted different strategies to read critically. The two higher-level students tended to focus on careful analysis of the text itself, without much reference to social or cultural dimensions of gender differences when responding to this gender-related news story. In contrast, the other two lower-level students focused on the social and cultural contexts of the text, instead of carefully analyzing the text. In conclusion, this study suggests that EFL learners, no matter at what English proficiency level, should be provided with opportunities to enhance their critical literacy when developing their discrete language skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01