An Investigation Of Algerian Efl Teachers’ Perceptions Of Students’ Critical Reading Challenges

Résumé: Critical reading is a skill that requires higher-order thinking which makes it quite difficult to be mastered by EFL learners without teachers’ guidance. This paper aims at scrutinizing teachers’ perception of their students’ critical reading challenges and different problems that prevent them from developing this skill. To realize the research aim, and to answer the research questions, descriptive research supported by quantitative and qualitative data was followed wherein a questionnaire was administered to Algerian EFL teachers via their emails. The obtained results clearly revealed teachers’ awareness of the difficulties that their students face while dealing with critical reading tasks. They also revealed teachers’ positive attitudes towards different critical reading strategies that should be used to enhance learners’ reading performance. Based on these results, it is recommended to consider teaching and training students on the different strategies to overcome their challenges

Publié dans la revue: مجلة إشكالات في اللغة و الأدب