Examining Teachers and Students' Perceptions of Critical Literacy in EFL Reading Classes: A Study in Saudi Arabia Higher Education

Abstract

This study is based on Critical literacy (CL), an approach to teaching and learning that aims to develop students' abilities to read, write, and think critically about texts, the world, and reality. English as a Foreign Language (EFL) teachers should instruct critical awareness to empower students with the needed skills for this rich information age. The aim of this study is to investigate the perceptions, attitudes, and experiences of EFL instructors in Saudi Arabia's higher education sector regarding critical literacy, both before and after a targeted training intervention. Additionally, the research assesses students' experiences and attitudes towards incorporating CL in their EFL reading classes. Employing an experimental design with a follow-up case study, the research aims to understand the potential benefits and challenges of CL within the context of Saudi higher education. The experimental segment examines the influence of the training intervention on EFL instructors' perceptions of CL using pre and post-questionnaires. The subsequent case study explores the real-world application and implications of critical literacy, capturing both instructors' and students’ attitudes towards the implementation of critical literacy. This segment incorporates classroom observations, teacher interviews, and student focus groups. By adopting a dual approach, this study offers a comprehensive exploration of CL in Saudi EFL higher education and provides actionable insights for its future implementation.