Traditional Reading Methods and Neil Anderson’s Active Reading Approach: Its Application in EFL Context

Abstract

Reading is widely acknowledged as a core component of English as a Foreign Language (EFL) pedagogy, particularly in contexts where learners’ exposure to spoken English is limited and written texts represent the main source of language input. Despite its importance, reading instruction has traditionally been dominated by teacher-centred practices such as reading aloud, translation, and post-reading comprehension questions, which often emphasise decoding and accuracy rather than strategic and metacognitive development (Harmer, 2007, p. 99; Wallace, 2001, p. 21). The main objective of this article is to comparatively examine traditional reading methods and Neil Anderson’s ACTIVE Reading Approach in order to identify their theoretical foundations, pedagogical orientations, and implications for effective EFL reading instruction. Adopting a bibliographical and conceptual research design, the study is based on a critical review and synthesis of seminal and contemporary literature in applied linguistics and reading pedagogy. Key theoretical works on traditional reading instruction and strategy-based approaches were analysed to establish points of convergence and divergence between the two models. The analysis indicates that traditional reading methods provide structural organisation and teacher guidance but tend to treat reading as a product to be tested, offering limited support for learner autonomy and strategic awareness. In contrast, the ACTIVE Reading Approach conceptualises reading as an active and selfregulated process, explicitly integrating strategy instruction, vocabulary development, comprehension monitoring, reading fluency, and self-evaluation (Anderson, 2003, p. 5; Anderson, 2020, p. 3). As a result, ACTIVE reading is more responsive to cognitive and metacognitive dimensions of reading. The article concludes that while traditional reading methods retain pedagogical value, they are insufficient on their own to meet the demands of contemporary EFL pedagogy. Integrating strategy-based principles from the ACTIVE Reading Approach can contribute to more effective, learner-centred, and sustainable reading instruction across diverse educational contexts.