FROM TEXT TO TALK: A CASE STUDY READING IN ENHANCING EFL STUDENTS’ CRITICAL THINKING AND SPEAKING ABILITY ON THE ROLE OF ARTICLE

Abstract

In contemporary EFL instructional settings, the use of academic and opinion-based articles has gained growing attention as a means of bridging cognitive engagement and spoken communication. This qualitative case study investigates how structured article-reading activities influence students’ critical thinking and speaking ability through direct classroom engagement. The study involved four undergraduate EFL students who participated in a series of reading to speak tasks over one academic term. Data were collected through classroom observations, reflective journals, and semi-structured interviews. The findings indicate that article reading facilitates the development of analytical evaluative critical thinking, particularly in identifying arguments, evaluating evidence, and formulating reasoned opinions, which subsequently strengthens students’ fluency, coherence, and confidence in speaking. This study highlights the pedagogical value of integrating article-based discussion as an authentic bridge between cognitive processing and spoken performance in EFL classrooms.