Fostering Students’ Critical Reading Through Digital Short Story Trailer Project

Abstract

Literacy teaching by utilizing technology is not a new yet has been well-developed in numerous studies. In order to augment this growing topic, the present study delineated EFL students experience in interpreting the content of English texts and reviewed the texts through video trailer. This article juxtaposed the students' engagement in teaching literacy through digital short story trailers as a result of promoting students' critical literacy. Questions that require higher order thinking skills were posed to encourage students' critical literacy in reading short stories. The data of this descriptive study were gathered from observations and interviews with eleventh undergraduate students who were voluntarily involved in this research. The gathered data attested that students were engaged, worked cooperatively, and successfully produced short story trailer that not only summarized the texts but also included their point of view about the text. Moreover, the participants also uttered that they found an interesting way to show their understanding of the given stories. The evidence suggests that EFL teachers may guide students by using critical questions to make digital short story trailers in order to entice them to read texts critically.