Enhancing Literary Competence Through Critical Oriented Reading Strategies

This study investigates the impact of critical oriented reading strategies on Iranian EFL male and female students’ literary competence (LC). In so doing, 109 homogenized male and female college students of English Literature were screened out of 160 participants due to administering Oxford Placement Test (OPT) among them. The selected participants were randomly assigned into critical (experimental) and noncritical (control) group. They were subsequently divided into male and female groups. All groups were given a novel, Jane Eyre, to read. Then the subjects were given the same prepost test in the form of LC questionnaire aimed to determine their level of LC before and after the intervention. During the intervention, participants in the critical group were taught and encouraged to use critical reading strategies (CRSs). However, the noncritical group was taught the conventional method of reading. The results indicated a significant difference between learners’ LC before and after the intervention. However the LC difference was not statistically significant in term of gender. This study provides more evidence for the importance of CRSs that apparently empower students to know, explain, analyze and answer the questions that arise in a text which leads eventually to a progress in LC of the learners.