An Exploration of EFL Students’ Perceptions of English Critical Reading: A Case of Thai Undergraduate Students in Songkhla Province

Abstract

Teaching critical reading has posed challenges for Thai educators, but research on this topic in Thailand has been limited, particularly studies examining university students' perceptions of English critical reading. This study provides original knowledge of Thai university students’ views on English critical reading and offers recommendations for universities to improve their students' English critical reading skills. The mixed-method approach has been employed and the qualitative data generated provided insights into students’ views on their understanding of critical reading and how the university helps students increase their critical reading skills. The revised Bloom’s Taxonomy served as a framework for interpreting and examining the issues. The findings demonstrate the students’ low perception of English critical reading although positive attitudes concerning its importance were expressed. The students showed uncertainty of reading strategies used when they read a text although some strategies were at the lowest level of the revised Bloom’s Taxonomy. The study recommends that the university should implement effective teaching methods, utilize suitable materials, and foster a positive learning environment to enhance students’ critical reading skills. The findings of this study offer valuable guidance for instructors, curriculum designers, and university administrators to improve students' critical reading skills and cultivate a supportive reading and learning environment.