EFL Learning and Making Meaning of Literacy in the Korean Context

Abstract

The current study explores how Korean students in an EFL (English as a Foreign Language) reading and writing elective course in a South Korean university perceive the integration of critical literacy with traditional literacy with regards to learning the English language. The study also considers how the instructor may encourage students to see the value of integrating the two. In doing so, the study specifically examines a) how to support reading and writing skills through critical literacy, b) understanding the meaning of critical literacy and students’ perspectives towards critical literacy, and c) ways EFL critical literacy develops through the course. A teacher research method was used to explore students’ standpoint on and the application of critical literacy in the EFL course. Primary data includes the instructor’s teaching logbook and students’ written assignments. Relying on the four paradigms of reading, a code scheme was used to categorize the findings. The findings revealed that students recognize critical literacy as mindful reading, which allowed them to discover embedded meanings in the text and reflect on various points of view. It also assisted in building students’ reading comprehension skills and encouraging them to voice their ideas in writing. Pedagogical suggestions on how to promote critical literacy are discussed