EFL Students’ Critical Reading of Argumentative Texts: A Paul-Elder Analysis
Abstract
Critical reading is a crucial academic skill for university students, particularly when evaluating English argumentative texts that demand deep analytical engagement. However, a discrepancy exists between theory and classroom reality; while advanced literacy frameworks require deep evaluation, many tertiary EFL students remain accustomed to surface-level reading, ignoring implicit structural arguments. To address this gap, this study analyzes the critical reading skills of undergraduate English Department students at Universitas Negeri Semarang (UNNES) using Paul and Elder’s Elements of Reasoning framework to identify their analytical strengths and weaknesses. Employing a qualitative descriptive design, data were collected from students via text-analysis tasks and reflective questionnaires. The results demonstrate that while students easily identify explicit elements like purpose and evidence, they struggle significantly to detect unstated assumptions and implicit implications. Ultimately, these findings suggest a pressing need to explicitly embed structured critical thinking frameworks into EFL reading curricula to foster genuinely reflective learners.
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DOI: https://doi.org/10.31004/jele.v11i5.3122
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