Abstract

Traditional English as a second language (ESL) reading instruction frequently overemphasises linguistic decoding and relies upon grammar translation method, therefore failing to equip learners with text comprehension strategies necessary for meaning construction. This pedagogical gap is increasingly exacerbated by the rise of Generation Z learners, whose cognitive patterns, characterised by an inclination towards clip thinking and a preference for multimodal, collaborative, and feedback-rich environments, often clash with conventional teacher-centred models of instruction. In this paper I propose the genre-strategic syllabus, a curricular framework designed to foster strategic reading by integrating empirically verified comprehension strategies with genre awareness and four language skills. The syllabus operationalises strategic reading through a suite of instructional techniques, including paraphrasing, reciprocal teaching, narrative structure instruction, dialogic engagement activities, and collaborative strategic reading. These teaching techniques transform abstract cognitive operations into structured tasks that are responsive to Gen Z learning preferences. Overall, the proposed syllabus reflects the principles of task-based language teaching. The study conceptualises reading as a meaning-making activity rather than an isolated skill, offering a pathway to constructivist literacy education in ESL contexts.

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