The Role Of The Reading Response Journal In Enhancing Learners Critical Reading Ability

Résumé: Reading is the backbone of proficiency in any language. It is a basic, yet vital skill for English as a Foreign Language (EFL) learners' academic success, whether locally or globally, that depends on one's reading skills and ability. Developing critical thinking is crucial, particularly for university EFL students, as they need to read and analyse numerous scientific journals and textbooks. Therefore, they need to employ critical reading strategies for a successful academic process. In accordance with this, the present study aimed to investigate the role of the Reading Response Journal in enhancing students' critical reading ability. To achieve the study objectives, it was anticipated that instructing EFL students on how to use the Reading Response Journal (RRJ) technique while and after completing their reading would increase their critical reading skills. For the sake of testing the hypothesis and answering the two research questions, a descriptive analytic research design based on a quantitative data analysis procedure was adopted. Anattitude questionnaire was administered to Second Year EFL students at Constantine's ENS "Assia Djebar" to diagnose the deployment of RRJ as a Critical Reading enhancer. Results revealed the utility of the RRJ as a post-reading technique that enhances EFL learners' comprehension skills and paves the way for improving more higher reading skillswhere critical reading and thinking are at the forefront. Several pedagogical implications and recommendations for future studies with a larger population and a longer time frame are made considering the research findings.

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