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

Shorouk Hanafy, Zayed University

Document Type

Article

Source of Publication

International Journal of Education and Practice

Publication Date

2-12-2026

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.

ISSN

2311-6897

Publisher

Conscientia Beam

Volume

14

Issue

1

First Page

612

Last Page

627

Disciplines

Linguistics

Keywords

Action research, Blended learning, College composition, Critical reading, EMI environments, English as a Foreign Language

Scopus ID

105030700031

Indexed in Scopus

yes

Open Access

yes

Open Access Type

Gold: This publication is openly available in an open access journal/series

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