Enhancing Tertiary EFL Students’ Critical Reading through the CIRC Model: A Mixed-Methods Classroom Action Research Study

Abdul Gafur Marzuki; Fatima Fatima; Huriyah Huriyah; Risa Triassanti; Ivan D. Baguilat

doi:10.35445/alishlah.v18i2.8931

Enhancing Tertiary EFL Students’ Critical Reading through the CIRC Model: A Mixed-Methods Classroom Action Research Study

Abdul Gafur Marzuki, Fatima Fatima, Huriyah Huriyah, Risa Triassanti, Ivan D. Baguilat

Abstract

Critical reading is a fundamental component of higher-order literacy in tertiary EFL education; however, many university students continue to struggle with analytical interpretation, evaluative judgment, and inferential comprehension. This study investigated the extent to which the Cooperative Integrated Reading and Composition (CIRC) model could enhance tertiary EFL students’ critical reading skills.The study employed a two-cycle classroom action research design with an embedded mixed-methods approach. Twenty English Education students at an Indonesian university participated in the intervention. Quantitative data were collected through parallel-form pre- and post-tests measuring three critical reading subskills: analytical interpretation, evaluative judgment, and inferential comprehension. Data were analyzed using paired-sample t-tests, Cohen’s d effect sizes, and 95% confidence intervals. Qualitative data were obtained from classroom observations, reflective journals, and semi-structured interviews and analyzed thematically.The findings revealed significant improvement in students’ overall critical reading performance from the pre-test to Cycle 2 (t(19) = 9.87, p < .001), with a large effect size (d = 2.21). Significant gains were also observed across all critical reading subskills, with effect sizes ranging from 1.39 to 1.75. Qualitative findings indicated increased peer-initiated discussion, more frequent use of textual evidence, enhanced evaluative reasoning, and greater metacognitive awareness during reading activities.The convergence of quantitative and qualitative findings suggests that the CIRC model can effectively support the development of critical reading skills in tertiary EFL contexts by fostering collaborative meaning-making and evaluative engagement with texts. Although the absence of a control group limits causal generalization, the study provides evidence that structured cooperative reading–writing cycles can strengthen critical literacy practices in higher education.

Keywords

Cooperative Integrated Reading and Composition (CIRC); critical reading; classroom action research; cooperative learning; EFL reading instruction

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DOI: https://doi.org/10.35445/alishlah.v18i2.8931