Enhancing Reading Proficiency Through Innovative Teaching Practices
DOI:
https://doi.org/10.69760/egjlle.2602025Ключевые слова:
reading proficiency, EFL, innovative teaching, metacognitive strategies, extensive reading, multimodal literacy, reciprocal teaching, reading comprehensionАннотация
Reading proficiency constitutes a cornerstone of academic achievement and lifelong learning, yet its systematic development in English as a Foreign Language (EFL) classrooms continues to present substantial pedagogical challenges. This article examines a range of innovative teaching practices that have demonstrated documented effectiveness in advancing reading proficiency among EFL learners, with particular attention to theoretical frameworks, empirical evidence, and practical implementation considerations. Drawing on a synthesis of recent research in applied linguistics, cognitive psychology, and educational technology, the study analyzes five principal innovative approaches: reciprocal teaching and metacognitive strategy instruction, extensive reading programs, multimodal and technology-enhanced reading environments, genre-based and text-structure instruction, and collaborative reading frameworks. The analysis is situated within the theoretical traditions of schema theory, the Simple View of Reading, Transactional Theory, and sociocultural learning theory, which together provide a comprehensive explanatory framework for the reading comprehension gains produced by these approaches. The findings indicate that innovation in reading instruction is most effective when it simultaneously addresses decoding efficiency, vocabulary knowledge, background knowledge activation, metacognitive strategy use, and learner motivation — dimensions that traditional comprehension-question pedagogies typically address inadequately. The article concludes by proposing an integrated pedagogical model for reading proficiency development and identifying priorities for future research in the field.
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