Integrating Out-of-Class Materials into Critical Reading Instruction: Insights from Thai Upper-Secondary Classrooms
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The objective of this study is to propose evidence-based guidelines for incorporating out-of-class English material in critical reading lessons for Thai EFL upper-secondary students. The study employed a qualitative case-study design, conducting classroom observations and in-depth interviews with four purposively selected expert EFL teachers from Bangkok, Thailand, to examine their approaches to teaching critical reading using out-of-class materials. The study's findings established six evidence-based design guidelines across text selection, teaching practices, and application. The guidelines include diversifying genres of authentic materials (G1), activating schemas and students’ experiences (G2), utilizing inquiry-based questions (G3), presenting analyses from multiple perspectives (G4), and evaluating reliability (G5). The discussion elaborates on reflection and transfer (G6) as a component of the proposed design guidelines and further considers the potential pedagogical implications of using out-of-class materials in critical reading instruction.
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