Promoting critical reading and academic writing skills using online blended modules in English medium of instruction environments

Abstract

English as a Foreign Language (EFL) students in higher education face challenges in developing critical reading and academic writing skills in English-medium instruction (EMI) environments. The study investigated the effectiveness of integrating critical reading blended online learning modules to support the development of EFL first-year college students’ academic writing skills. This was a semester-long pedagogical action research study conducted at a leading federal university in the UAE across four first-year composition courses. The study involved designing and implementing online blended modules integrated within the content of a first-year composition course, either as classroom activities or additional supplementary practice for students. Data collection included student interviews, written artifacts, reflections, and an instructor’s reflective diary. Qualitative findings indicated that integrating critical reading instruction through online blended modules supported the development of students’ academic writing skills in L2 college composition courses within an EMI environment. Utilizing instructional technology and online blended learning enhanced the students’ learning experience and promoted their critical reading abilities. The study offers several pedagogical implications for L2 composition instruction in English-medium higher education, emphasizing the importance of incorporating critical reading into EFL composition course design, maximizing learning through reading-writing connections and reflective practice, and maintaining accurate learner profiles regarding critical reading abilities. These factors could contribute to a more nuanced understanding of the pedagogical approaches necessary for effective composition instruction.