الفهرس | Only 14 pages are availabe for public view |
Abstract This study has been implemented to measure the effect of a critical literacy-based program on enhancing EFL learner’s reading of fictional texts throughout enhancing the skills of challenging the text, exploring identities, and seeing beyond bias. The study was implemented on 30 EFL students between the ages of (9-10). Also, the study aimed at answering the following questions: 4) What are the critical literacy skills needed for EFL learners to enhance their reading of fictional texts? 5) What are the reading activities based on critical literacy that can enhance critical EFL learners’ reading of fictional texts? 6) What is the effect of a critical literacy-based program in enhancing EFL students’ critical reading of fictional texts? Moreover, this study used Reading Fictional Texts pre-post-test, reading fictional texts rubric, and reading fictional texts self-assessment questionnaire as tools of collecting data.The study findings the present study proved the following results: 1- There is a statistically significant difference between the mean scores of the study participants in the pre and post-test in terms of critical reading of fictional texts as the main skill in favor of posttesting at the level of (0.01). 2- There is a statistically significant difference between the mean scores of the study participants in the pre and post-test in terms of challenging the text in favor of post-testing at the level of (0.01). 3- There is a statistically significant difference between the mean scores of the study participants in the pre and post-test in terms of exploring identities in favor of post-testing at the level of (0.01). 4- There is statistically significant difference between the mean scores of the study participants in the pre and post-test in terms of seeing beyond bias the text in favor of post-testing at the level of (0.05). |