The paper titled "Intertextual Reading: Analyzing EFL Context via Critical Thinking" primarily focuses on examining how intertextual reading can enhance critical thinking skills among English as a Foreign Language (EFL) learners. The study investigates the connections made between texts and the readers’ personal and social experiences, aiming to understand how these connections foster critical thinking in reading comprehension.
The purpose of the study is to explore the role of intertextuality in the EFL context, particularly how students’ prior knowledge and experiences contribute to their ability to analyze and interpret literary texts. The study is scoped to understand how these connections can improve reading comprehension and critical thinking among EFL students, especially within the context of Saudi Arabian learners.
The methodology employed is qualitative, involving semi-structured interviews with five second-year male undergraduates majoring in English at Majmaah University. The participants were selected purposefully, and they were asked to read an excerpt titled "Women in the Working Class" and respond to questions designed to elicit their intertextual connections and critical thinking.
The key findings indicate that the respondents were able to make significant intertextual connections between the texts and their personal and social experiences, which in turn promoted their critical thinking skills. The study found that these connections helped students to reconsider, redefine, and verbalize their thoughts, enabling them to interpret and analyze texts from a broader perspective. The results suggest that intertextual reading can be an effective tool for enhancing critical thinking in EFL classrooms.
In conclusion, the study highlights the importance of intertextuality in developing critical thinking skills in EFL learners. The findings suggest that by encouraging students to draw on their prior experiences and knowledge, educators can help them to better understand and engage with literary texts. The study’s implications point to the potential for intertextual reading to be used as a pedagogical strategy in EFL instruction, promoting deeper engagement and comprehension among students.