Unlocking Potential: Lecturers' Perceptions of Collaborative Strategic Reading in English Language Teaching at Higher Education

Collaborative Strategic Reading, English language teaching, reading comprehension.

Abstract

This research investigates university instructors' perceptions regarding implementing Collaborative Strategic Reading (CSR) techniques in English language teaching within higher education contexts. Employing a qualitative research approach, the study conducted in-depth interviews with ten English lecturers across various universities to explore the pedagogical benefits and challenges associated with CSR. The findings indicate that, despite certain operational constraints, most instructors perceive CSR as an effective instructional strategy that enhances students’ reading comprehension, critical thinking abilities, and collaborative engagement. CSR fosters active participation, facilitates deeper cognitive processing, and strengthens analytical reading skills. Nevertheless, lecturers highlighted several challenges, including limited institutional support, time constraints, and students’ initial reluctance toward collaborative learning. Despite these obstacles, CSR was recognized as a valuable pedagogical approach for promoting student-centered learning and improving reading comprehension in tertiary education. The study emphasizes the necessity for structured training programs and institutional backing to optimize the efficacy of CSR in higher education English instruction.

Keywords: Collaborative Strategic Reading, English language teaching, reading comprehension.