Journal of Studies in Language, Culture and Society (JSLCS)

Reading The World Through English: Promoting Global Citizenship Through Efl Reading In Algerian Higher Education

Auteurs : Harroug Dhikra . Baadache Hind .

Résumé

This study investigates the pedagogical impact of embedding globally oriented thematic content and critical literacy tasks within an English as a Foreign Language (EFL) reading curriculum, evaluating its dual capacity to enhance academic reading proficiency and cultivate global citizenship education (GCE) dispositions. Utilizing a mixed-methods design, the research combined a quasi-experimental procedure with qualitative data collection. Participants included 70 second-year EFL students at Batna 2 University, divided into an experimental group and a control group, along with six experienced EFL instructors. The experimental group (n=35) received a 12-week sustained global-issues intervention where reading instruction was framed around curated texts on global challenges, coupled with critical discussion and reflective tasks. The control group (n=35) followed the standard structural syllabus at Batna 2 University, Algeria. Quantitative data from pre- and post-comprehension tests were analyzed via ANCOVA, complemented by qualitative thematic analysis of post-intervention semi-structured interviews with 12 purposively selected students and 6 experienced teachers. Quantitative analysis revealed a statistically significant improvement in reading comprehension scores for the experimental group (M = 16.8) compared to the control group (M = 12.9). Qualitative findings from the questionnaires provided a deeper, explanatory layer: students exposed to global issues reported substantially increased motivation and engagement with reading materials. They demonstrated enhanced intercultural sensitivity and a more pronounced sense of global citizenship, including greater empathy and a feeling of connectedness to worldwide concerns. The integration of critical global literacy into tertiary EFL reading successfully bridges the historical division between linguistic skill acquisition and transformative, values-based education. This study advances international EFL scholarship by offering an empirically validated, replicable framework for operationalizing GCE within traditional, form-focused post-colonial institutional landscapes, demonstrating that civic transformation and rigorous language acquisition are mutually reinforcing.

Mots clés

Algerian higher education; EFL reading instruction; global citizenship education; transformative learning.