Critical Literacy Practices in the EFL Context and the English Language Proficiency: Further Exploration

Mei-yun Ko

Abstract


This paper reports a follow-up study that explored the relationship between EFL learners’ critical literacy practices and the English language proficiency. It investigated four focal EFL learners’ critical literacy practices in their dialogic interaction and also analyzed 39 students’ views on their critical literacy learning. The four focal students’ discussion on a gender-related local news article was analyzed based on the concept of critical discourse analysis; the students’ views on critical literacy learning were analyzed both qualitatively and quantitatively. The findings showed that despite the difference in their English proficiency, the four focal students all demonstrated critical literacy in varying degrees as shown in its previous study, and that critical consciousness of gender and class are raised through dialogic interaction. This study thus corroborates the previous one that English proficiency does not hinder EFL learner’s critical literacy practices. Besides, this study had an additional finding; that is, English proficiency levels do affect EFL learners’ views on critical literacy learning. Therefore, a critical literacy-based class would be more acceptable to students whose English proficiency is high.


Full Text: PDF DOI: 10.5539/elt.v6n11p17

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This work is licensed under a Creative Commons Attribution 3.0 License.

English Language Teaching       ISSN 1916-4742 (Print)   ISSN  1916-4750 (Online)

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