Extensive reading to foster enjoyment and critical thinking in the EFL classroom

Abstract

The lack of motivation and engagement of 10º grade students in English class pose a significant challenge in fostering a meaningful learning environment. Many students find lessons uninteresting, they struggle with understanding the language and show little willingness to participate. Furthermore, reading activities are often superficial and not prioritized, contributing to a disengaged learning experience. This qualitative study, framed within an action research methodology, aims to explore strategies for enhancing students engagement and promoting critical thinking through extensive reading (ER) practices in the EFL (English as a Foreign Language) classroom. Data collected through classroom observations, surveys, interviews, and reflective journals to identify approaches that foster deeper engagement, and learning outcomes. The findings revealed that the proper development and application of extensive reading have influenced participants' enjoyment and critical thinking. Besides, there are some constraints to consider when applying this reading strategy because they have an important role in the reading process. Finally the study offers practical recommendations for teachers and pre-services teachers seeking to cultivate a reading culture inside the EFL classroom, promoting students critical thinking and engagement with the use of different materials and strategies that connect to their own experiences and realities, making a meaningful learning environment.