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Literature and critical literacy pedagogy in the EFL classroom: Towards a model of teaching critical thinking skills

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Bobkina J., Stefanova S.

Studies in Second Language Learning and Teaching

2016

vol. 6

issue 4

677-696

Drawing on the numerous benefits of integrating literature in the EFL classroom, the present paper argues that the analysis of a fictional work in the process of foreign language acquisition offers a unique opportunity for students to explore, interpret, and understand the world around them. The paper presents strong evidence in favour of reader-centered critical reading as a means of encouraging observation and active evaluation not only of linguistic items, but also of a variety of meanings and viewpoints. The authors propose a model of teaching critical thinking skills focused on the reader’s response to a literary work. The practical application of the method, which adopts the critical literacy approach as a tool, is illustrated through a series of activities based on the poem “If” by Rudyard Kipling.

Why am I learning English? Spanish EFL sports science university students´ motivational orientations through the prism of the L2 motivational self system

81%

Bobkina J., Gómez-Ortiz M.-J., Núñez del Río M. C., Sastre-Merino S.

Studies in Second Language Learning and Teaching

2021

vol. 11

issue 4

543-578

The study explores the motivational profiles of Spanish EFL sports science university students from the second language (L2) motivation self system (L2MSS) perspective to ultimately support Spanish higher institutions´ plans committed to improving employability and competitiveness. The study analyzes the relationships between L2 motivation, L2 proficiency, gender, and L2 contextual variables using data from 196 English as a foreign language (EFL) sports science university students. The data reveal that the ideal L2 self construct stands out as the most salient and powerful factor, while the ought-to and rebellious L2 selves are less significant and there are items loading on both of them at the same time. Thus, higher means for the ideal L2 self motivation correspond to higher levels of L2 proficiency and are supported by L2 learning contextual variables. The strongest ought-to L2 self was registered in students with mid-low L2 proficiency and a lack of L2 learning experiences. Meanwhile, the rebellious L2 self is clearly distinguishable only for students with high L2 proficiency. Pedagogical and curricular implications of these findings are that the ideal and the rebellious L2 selves could positively predict students´ L2 proficiency. Thus, new dynamics of education should explore language teaching methodologies that are more likely to enhance students´ ideal and rebellious L2 selves.

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2 Studies in Second Language Learning and Teaching

2 Bobkina J.

1 Gómez-Ortiz M.-J.

1 Núñez del Río M. C.

1 Sastre-Merino S.

1 Stefanova S.

1 2021

1 2016

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Literature and critical literacy pedagogy in the EFL classroom: Towards a model of teaching critical thinking skills

Why am I learning English? Spanish EFL sports science university students´ motivational orientations through the prism of the L2 motivational self system