VietTESOL International Convention, VietTESOL International Convention 2018

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Critical Reading in the EAP Classroom in Higher Education
Hoa Thi Le

Building: A11
Room: 2nd floor Reading Room-A11 Building
Date: 2018-10-12 02:00 PM – 02:45 PM
Last modified: 2018-09-16


Reading together with background knowledge and other fundamental academic skills is of the most important elements which help students be successful in tertiary education. And material reading, as a common requirement for any courses, plays a crucial role in building up students’ knowledge and learning autonomy. Ideally, learners employ both bottom-up skills (lower level) and top-down skills (higher level) to comprehend texts with not just face value but also deeper one to construct their own knowledge. When leveling up their studies, their reading process and purposes have been changed from learning to read to reading to learn. Although the depth of vocabulary seems to affect reading comprehension of learners of English for Academic Purposes (EAP) but as some findings of recent studies, it is not a strong predictor of their reading academic performance whereas syntactic awareness and meta-cognitive awareness are more significant. Readers are required to have an ability to understand beyond the literal meaning of passages to identify applications, evaluations, or implications, which refers to critical reading (CR). It is a higher-order thinking which brings in more rigorous analysis to problem solving of textual understanding and a way of developing more critical distance from the writer. Acknowledging its importance, therefore, this report provides a deep insight of critical reading (CR) with the assistance of meta-cognitive skills (MS) that students need to acquire for their higher education. It is followed by some teaching suggestions and the evaluation in the EAP classroom in the context of Vietnam.



Critical reading, EAP, Higher education, meta-cognative skills