A deconstructivist view on enhancing language classroom students' critical reading skills by using theme-based poetry in high school context

There is an increasing need to be literate and critical readers in the language learning and teaching process. In such a dynamic world, language learners should gain a number of insights into critical reading skills such as analysing and reflecting. Therefore, this study implies that the immersion of students in the literary world through deconstruction of tasks using theme-based poetry could lead to an improvement in their reading and subsequently critical reading skills. The objective of this study is to improve the language learning context of students in which theme-based poetry is analysed in terms of critical reading skills such as analysing figurative language, finding meaning in context, and reflecting their own experience to the poems that are being read. In this study, an action research design was used. The participants were 30 EFL high school students with an EFL level of English proficiency B1. Data were collected through an observation and interviews. A different researcher was requested to analyse the findings to ensure inter-rater reliability and credibility together with the actual researcher. The teacher, as an action researcher, reflected on the findings and implemented the necessary actions required. The results showed that EFL high school students made notable progress in their critical reading skills with the help of theme-based poetry.