Improving EFL Students’ Critical Global Literacy in Academic Reading Class: How Does It Work?

DOI

10.2991/978-2-38476-054-1_14How to use a DOI?

Keywords

Critical Global Literacy; Academic Reading; Classroom Action Research

Abstract

Having Critical Global Literacy (CGL) competence has become increasingly important in this global and interconnected world, especially for foreign language learning students. This competence provides a critical understanding of national and international events so that a student will have broad thoughts and insights. To achieve this goal, educators in higher education have a responsibility to assist their students in developing their CGL competencies. To respond to this need for CGL competencies, English language learners can be introduced to critical learning activities that can enhance their global and multicultural perspectives. One of the competencies listed in the English Literature curriculum guideline is the Faculty of Cultural Studies Universitas Brawijaya. However, a preliminary study on the Academic Reading (AR) course shows that students still have an inadequate level of CGL competence. Therefore, the CGL Framework was chosen as one of the appropriate strategies to overcome these problems. By implementing this CGL framework, it is hoped that the CGL competence of English Literature students in the AR class can increase significantly, as indicated by the positive attitude and active involvement they show during the learning process. The novelty of the research lies in the absence of similar research that discusses how the CGL framework strategy can be used to overcome problems in learning, especially in this case, namely the inadequate CGL competence of students in the AR class. This study found that critical activities to promote English-speaking learners’ social and multicultural perspectives are becoming increasingly essential in this global and interconnected world. The results also show that EFL learners become more globally aware citizens after being exposed to the CGL framework as classroom activities were directed to the world’s global and multicultural issues. The results of the study challenge more researchers and practitioners to start thinking about implementing international literacy practices to be introduced to English-language learners in English classrooms. The findings also have implications and practical guidelines for improving students’ global awareness by encouraging socially and internationally-focused individuals in this ever-changing, integrated world.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Emy Sudarwati
AU  - Utami Widiati
AU  - Nunung Suryati
AU  - Niamika El Khoiri
PY  - 2023
DA  - 2023/05/18
TI  - Improving EFL Students’ Critical Global Literacy in Academic Reading Class: How Does It Work?
BT  - Proceedings of the 20th AsiaTEFL-68th TEFLIN-5th iNELTAL Conference (ASIATEFL 2022)
PB  - Atlantis Press
SP  - 148
EP  - 164
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-054-1_14
DO  - 10.2991/978-2-38476-054-1_14
ID  - Sudarwati2023
ER  -