Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal The Journal of English Literacy Education
Raina Farah Athaya
Universitas Pendidikan Indonesia
Education Languange, Linguistic, Communication & Media Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
EXPLORING INDONESIAN EFL STUDENTS' CRITICAL READING STRATEGIES IN COMPOSING GROUP LITERATURE REVIEWS Raina Farah Athaya; Gin Gin Gustine
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 12 No. 2 (2025): The Journal of English Literacy Education: The Teaching and Learning of Englis
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v12i2.97

Abstract

The academic expectations for higher education EFL students demand sufficient English proficiency in academic reading. This adds the pressure of a quality learning environment that can provide comprehensive education using authentic assignments. Therefore, this study explored EFL students’ firsthand use of critical reading strategies in enacting academic reading. This study utilized a qualitative case study that involved seven EFL students enrolled in an academic reading course. The data were collected using a document analysis of the literature review section of their research proposal and semi-structured interviews. The data were analyzed using thematic analysis with a critical reading strategy framework. The findings showed EFL students applied ten critical reading strategies: Annotating, previewing, contextualizing, analyzing, outlining, summarizing, paraphrasing, synthesizing, questioning, and reflecting to overcome difficulties when enacting academic reading to compose literature reviews. These strategies were activated along with collaborative teamwork and purposeful integration of AI and digital tools. These findings offer pedagogical insights into how group collaboration and emerging digital tools can enhance EFL students’ academic reading learning experiences.
Co-Authors Gustine, Gin Gin