Investigating the Impact of Using Literary Response Journals to Promote Critical Reading of English Literary Texts in the Libyan EFL Classroom: Towards Self-directed Learning Environments

الملخص

Investigating the Impact of Using Literary Response Journals to Promote Critical Reading of English Literary Texts in the Libyan EFL Classroom: Towards Self-directed Learning Environments
The use of different tools to promote learners’ independent learning has been widely investigated in different language learning contexts. Research studies have revealed that literary response journals (LRJs) can enhance learners’ engagement with texts, critical thinking, and reading comprehension. This study adopted a collaborative learning approach in the English Department at the University of Benghazi to investigate the impact of LRJs on developing Libyan learners’ critical reading of literary texts, particularly short stories. Fifteen Libyan undergraduate students and five literature instructors participated in the study. The research process involved an initial reading of a short story, followed by comprehension questions and a reflective question. The learners were then introduced to LRJs and received detailed guidance on using them during a second reading of the same text. The journals included prompts designed to encourage critical thinking, personal reflection, and engagement with the text. Qualitative data from learners’ responses and instructors’ interviews were analysed using content analysis.
The findings highlighted the value of LRJs in supporting critical reading, improving textual understanding, and encouraging learners to connect literary texts with their personal experiences. The instructors’ feedback also emphasised the importance of guidance and scaffolding. The study concludes that LRJs can support the development of critical reading and learner autonomy. It recommends integrating LRJs into literature teaching and conducting further research with larger samples and longer interventions.