Advancing Literary Interpretation via Critical Reading Proficiency: A Sustainable EFL Framework for Generation Z
DOI:
https://doi.org/10.17507/tpls.1502.02Keywords:
analytical competence, critical reading strategies, Gen Z EFL learners, interpretive skills, literary analysisAbstract
This research investigates the transformative potential of literary analysis in advancing English proficiency among Egyptian EFL learners, particularly those in the Faculty of Arts and Humanities. The study focuses on the linguistic and analytical challenges encountered by recent public-school graduates in the Suez Governorate, where English instruction is limited to simplified texts and lacks critical engagement. Unlike their counterparts from language schools in Cairo, these students enter university without placement tests, relying solely on their high school grades, which results in underdeveloped critical reading and thinking skills. Sixty Egyptian students participated in this experimental quantitative research design. Drawing on the theoretical framework of Stylistics—a linguistic and literary approach—the paper underscores the value of applying systematic textual analysis to literary works. Stylistics, as a tool for bridging linguistic form and literary meaning, enables students to enhance both their linguistic and interpretive capabilities. By engaging with literary texts through this dual approach, learners develop deeper cognitive skills and greater critical engagement with language. The research argues for integrating Stylistics into the EFL curriculum as a sustainable pedagogical framework to cultivate critical reading proficiency, thereby supporting students’ overall linguistic development and equipping them for professional careers in the arts and humanities. This integration fosters a more profound understanding of language and literature, promoting sustainable language education for Generation Z.
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