<![CDATA[Critical reading requires EFL learners to evaluate and synthesize arguments while simultaneously processing an additional language. However, limited evidence exists regarding whether Venn Diagrams can scaffold the comparative analysis of analytical exposition texts. This study investigated the effect of a scaffolded Venn Diagram strategy on Indonesian EFL students’ critical reading performance. A quasi-experimental pre-test–post-test design involved 60 Grade XI students from two intact classes at a private high school in Malang, Indonesia. The experimental group received five instructional sessions using Venn Diagrams, whereas the control group received conventional reading instruction. Critical reading was assessed using a ten-item essay test covering six cognitive levels and scored with an analytical rubric. The instrument demonstrated acceptable internal consistency (Cronbach’s α = .761), while inter-rater agreement exceeded κ = .80. Data were analyzed using descriptive statistics and independent-samples t-tests after normality and homogeneity assumptions were satisfied. The groups did not differ significantly at pre-test (p = .981). At post-test, however, the experimental group (M = 88.43, SD = 8.01) significantly outperformed the control group (M = 73.20, SD = 10.44), with a mean difference of 15.23 points, t(58) = 6.342, p < .001, Cohen’s d = 1.64. The experimental group also achieved a larger mean gain (24.47 versus 9.87 points), accompanied by substantially reduced score variability. These findings indicate that scaffolded Venn Diagrams can externalize comparative relationships and support more effective and consistent analysis, synthesis, and evaluation of argumentative texts. The study extends graphic-organizer research beyond basic comparison and supports the integration of explicit visual scaffolding into EFL critical-reading instruction.]]>
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