'Classroom Criticism' of Reader Response-Based Literature Class in EFL Pre-service Teacher Education and Technology Integration: A Critical Pedagogical Framework

Abstract

The study reports on the classroom practice of literary studies on critical theory (literary criticism) in EFL pre-service teacher education with technology integration. Under the framework of reader-response theory, literacy language program, and media literacy, the present study shows the theory-into-practice process ofhow literary criticism ofreader response and other critical approaches were made down to earth in EFL pre-service teachers' own contextual classroom through the so-called 'classroom criticism'. The participants of the study included the third grade students of the department who were enrolled in the subject of Literary Criticism. They got involved in enjoying literary works assigned and were introduced to the ways or strategies to respond to them with reference to Reader Response theory. They got involved in using technology, gadget and/or other similar types of technology for mobile communication, to get access of relevant sources discussing the nature of the theory of literary criticism. Working in group ofthree or four, they shared what they had understood from the stories and responded appropriately to them. The findings indicate that the participants got involved in critical activities such as group discussions and writing critical comments in classroom and benefitted pedagogical implications from 'classroom best practices' for their expected future classroom practices. In addition, the study recommends that further study explore more on the influence of socio-cultural contexts of classroom toward classroom dynamics