Teacher’s Use of Social, Discursive and Textual Practices and EFL Learners’ Development of Reading Comprehension: Insights from Critical Discourse Analysis in Foreign Language Pedagogy
Department of English Translation, Faculty of Literature and Humanities, Varamin-Pishva Branch, Islamic Azad University, Varamin, Iran
10.22111/ijals.2025.47781.2418
Abstract
This study aims to explore teachers' use of social, discursive, and textual methods to enhance reading comprehension skills in EFL learners. To do so, a total of 160 Translation-majoring students who were enrolled in a Reading Comprehension Course at Applied Scientific University (Rad) in Tehran were purposefully selected and divided into three experimental groups and one control group. The experimental groups received instruction based on Critical Discourse Analysis (CDA), which included social, discursive, and textual strategies, in order to enhance their reading comprehension skills in the EFL classroom. To evaluate the effectiveness of the CDA-based instruction, pre- and post-tests on reading comprehension were conducted. The data were analyzed using one-way analysis of covariance (one-way ANCOVA). The results showed a significant improvement in reading comprehension among learners who were exposed to the CDA-based treatments, while no significant improvement was observed in the control group. Additionally, it was found that social practice was more effective than discursive and textual practices. However, no significant differences were found between discursive and textual practices. By analyzing and critically examining texts, learners become more aware of the underlying ideologies, power relations, and social practices that shape language use, leading to enhancing their reading comprehension skills.
Sadraeimanesh, F. , Hedayat, N. and Raissi, R. (2025). Teacher’s Use of Social, Discursive and Textual Practices and EFL Learners’ Development of Reading Comprehension: Insights from Critical Discourse Analysis in Foreign Language Pedagogy. Iranian Journal of Applied Language Studies, (), -. doi: 10.22111/ijals.2025.47781.2418
MLA
Sadraeimanesh, F. , , Hedayat, N. , and Raissi, R. . "Teacher’s Use of Social, Discursive and Textual Practices and EFL Learners’ Development of Reading Comprehension: Insights from Critical Discourse Analysis in Foreign Language Pedagogy", Iranian Journal of Applied Language Studies, , , 2025, -. doi: 10.22111/ijals.2025.47781.2418
HARVARD
Sadraeimanesh, F., Hedayat, N., Raissi, R. (2025). 'Teacher’s Use of Social, Discursive and Textual Practices and EFL Learners’ Development of Reading Comprehension: Insights from Critical Discourse Analysis in Foreign Language Pedagogy', Iranian Journal of Applied Language Studies, (), pp. -. doi: 10.22111/ijals.2025.47781.2418
CHICAGO
F. Sadraeimanesh , N. Hedayat and R. Raissi, "Teacher’s Use of Social, Discursive and Textual Practices and EFL Learners’ Development of Reading Comprehension: Insights from Critical Discourse Analysis in Foreign Language Pedagogy," Iranian Journal of Applied Language Studies, (2025): -, doi: 10.22111/ijals.2025.47781.2418
VANCOUVER
Sadraeimanesh, F., Hedayat, N., Raissi, R. Teacher’s Use of Social, Discursive and Textual Practices and EFL Learners’ Development of Reading Comprehension: Insights from Critical Discourse Analysis in Foreign Language Pedagogy. Iranian Journal of Applied Language Studies, 2025; (): -. doi: 10.22111/ijals.2025.47781.2418
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