"FROM PASSIVE READERS TO CRITICAL THINKERS: IMPLEMENTING CRITICAL READING IN ELT"

Аннотация

This article explores the concept of critical reading in the context of English Language Teaching (ELT). It discusses the differences between critical reading and other types of reading, highlighting the benefits it offers for language learners, such as improved proficiency and analytical skills. The article also addresses the challenges associated with implementing critical reading in the classroom, including educational and cultural barriers. Finally, it provides potential solutions, such as scaffolding, specialized techniques, and the use of e- readers, to enhance critical reading skills in students. Keywords: critical reading, critical thinking, reading strategies, educational challenges, scaffolding, e-readers, analytical skills В этой статье рассматривается концепция критического чтения в контексте преподавания английского языка (ELT). Обсуждаются отличия критического чтения от других типов чтения, а также преимущества, которые оно даёт изучающим язык, такие как улучшение владения языком и аналитических навыков. В статье также рассматриваются проблемы, связанные с внедрением критического чтения в учебный процесс, включая образовательные и культурные барьеры. Наконец, предлагаются возможные решения, такие как организация поддержки, специальные техники и использование электронных книг для улучшения навыков критического чтения у студентов. Ключевые слова: критическое чтение, критическое мышление, стратегии чтения, поддержка (scaffolding), электронные книги, аналитические навыки Ushbu maqolada ingliz tilini o'rgatishda tanqidiy o'qish tushunchasi ko'rib chiqiladi. Tanqidiy o'qishning boshqa o'qish turlaridan farqlari va bu usul til o'rganuvchilari uchun til bilimi va tahliliy ko'nikmalarni rivojlantirish kabi afzalliklari yoritilgan. Shuningdek, maqolada sinfda tanqidiy o'qishni qo'llash bilan bog'liq qiyinchiliklar, jumladan, ta'lim va ma’lum madaniy to'siqlar muhokama qilinadi. Nihoyat, o’quvchilarda tanqidiy o'qish ko'nikmalarini 86 ACADEMIC RESEARCH IN MODERN SCIENCE International scientific-online conference rivojlantirish uchun yechimlar sifatisa maxsus uslublar va elektron kitoblar taklif etiladi. At the beginning of the 21st century, many educational institutions started to change their attitude toward teaching reading skills. They emphasized reading using critical thinking skills instead of traditional content-oriented reading. It became clear that, in English Language Teaching, developing students’ critical thinking skills improves their target language proficiency and nurtures their effective literacy in English. Kalit so’zlar: tanqidiy o’qish, tanqidiy fikrlash, o‘qish strategiyalari, ta'limdagi qiyinchiliklar, yordam (scaffolding), elektron kitoblar, tahliliy ko‘nikmalar This article briefly defines the meaning and importance of critical reading in the classroom as well as highlights the main differences between critical reading from other types of reading strategies. The main aims of this article are to find the challenges of critical reading in the classroom and to analyze suitable suggestions to overcome these challenges. Critical reading is defined differently as a term in various sources. Critical reading, i.e. “deep reading”, is the process of receiving information by predicting, analyzing, questioning, and searching (Pirozzi, 2003). Wallace (2003) wrote that critical reading is reading at a high level in which specific processes are applied. Critical reading may be defined as the type of reading in which critical thinking skills are used and it involves producing reasoned arguments after reading and analyzing the text. Critical reading differs from other types of reading because of some features. This type of reading is different from basic reading by the level or degree of engagement with the text. Jensen (2019) noted that while noncritical readers try to comprehend the main message or narrative of the text, readers who use critical thinking skills probe deep into the text. Ordinary readers aim at facts and the external meaning of the text, but critical readers read the information with a critical eye by previewing, analyzing, and re-reading. The basic reader reads the text and tries to find the details or information, however, the critical reader dives into the text and creates their ideas which may or may not be similar to the authors’ ideas (p. 47). This information proves that in critical reading, the difference between the author’s and the reader’s views is accepted. The reader is not asked to produce the same idea or conclusion as the author’s ideas. 87 ACADEMIC RESEARCH IN MODERN SCIENCE International scientific-online conference The use of critical reading can offer several advantages for English language learners. Firstly, many students read the text as passive consumers, but critical reading enables the use of critical thinking and reading skills simultaneously which activates the passive process. Furthermore, acquiring critical reading strategies turns students into text an