A Case Study of Critical Reading in Action with Korean University Students in an EFL Context

Autor/in	Suh, Young-Mee
Titel	A Case Study of Critical Reading in Action with Korean University Students in an EFL Context
Quelle	In: English Teaching, 74 (2019) 4, S.225-248 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1017-7108
Schlagwörter	Case Studies; Critical Reading; Reading Instruction; Reading Comprehension; Dialogs (Language); College Students; Second Language Learning; Second Language Instruction; English (Second Language); Cooperative Learning; Citizen Participation; Teaching Methods; Critical Theory; Foreign Countries; Outcomes of Education; Sex Role; Sex Stereotypes; Student Projects; Assignments; Gender Differences; Race; Consciousness Raising; South Korea + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Kritisches Lesen; Leseunterricht; Leseverstehen; Dialog; Dialogs; Dialogue; Dialogues; Collegestudent; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Kooperatives Lernen; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Teaching method; Lehrmethode; Unterrichtsmethode; Kritische Theorie; Ausland; Lernleistung; Schulerfolg; Geschlechterrolle; Schulprojekt; Assignment; Auftrag; Zuweisung; Geschlechterkonflikt; Rasse; Abstammung; Bewusstseinsbildung; Korea; Republik
Abstract	This case study aimed to examine ways Korean university students in an English critical reading class participated in educational action projects. For this purpose, the reading class was designed to enhance students' critical thinking skills and global citizenship as readers. Eighteen students in the class were taught by the teacher how to read texts in English using a critical perspective. The reading class was managed in a flexible mode with comprehension check-ups, critical dialoguing, and student-initiated action. Students were invited to connect what they discussed to action outcomes as a group project. Students in groups presented their understanding of readings and what they discussed in critical dialogues of the readings. They then reported what they did outside the classroom to foster themselves as truly active citizens in their local circumstances. Their group reports and project products were collected and analyzed into themes using qualitative methods. It was revealed that critical dialogue activities could help students come up with action-provoking questions on the readings, bring about a variety of action outcomes resulting from collaborations in groups, and help students become more active readers and citizens. Educational implications are also discussed. (As Provided).
Anmerkungen	Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: http://journal.kate.or.kr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01