The critical reader as a didactic tool to promote motivation in reading comprehension.

Abstract

This qualitative study investigates how the didactic tool of The Critical Reader was implemented to motivate EFL students for process reading comprehension at Universidad Estatal Peninsular de Santa Elena (UPSE). The article is based on research that includes the students who attend to Pedagogía de los Idiomas Nacionales y Extranjeros (PINE) and aims at describing the impact of this digital tool on text engagement and reading comprehension abilities as well. Using a mixed-methods approach, the study assesses reading comprehension scores quantitatively but gathers qualitative insights through interviews and focus groups with students. The results indicate the ways in which "The Critical Reader" helped students to engage with texts, think critically and read actively. The main ideas are the effectiveness of tools in comprehension skills, how more interesting content motivates students, and technology should be part of language learning. It also highlighted areas for improvement, including the lack of variety in reading materials and expanded interactive features. Focusing on these parameters, therefore, the research seeks to prove that new type of pedagogical tools have a potential to revolutionize reading teaching practices and instill a passion for reading among EFL learners. In conclusion, this study will serve to move the conversation forward about improving language instruction and give classroom teachers tangible results they can incorporate within their own reading practices with a student population that in some cases does not operate as a printed based culture anymore.