Developing Literacy-Focused EFL Modules to Enhance Reading Skills: Bridging Curriculum Goals with Learner Needs
Keywords:
curriculum alignment; EFL reading instruction; instructional module design; literacy development.Abstract
This study explores the development and implementation of literacy-focused English as a Foreign Language (EFL) instructional modules designed to enhance the reading skills of seventh-grade students in Islamic junior high schools. Recognizing the dual challenges of meeting curriculum goals and addressing learner-specific needs, the study emphasizes the integration of culturally and religiously relevant content with pedagogically effective reading strategies. Drawing upon sociocultural theory and emergent literacy principles, the modules incorporate interactive, student-centered approaches to foster active engagement and autonomy in learning. A quasi-experimental research design was employed to evaluate the effectiveness of the modules, utilizing pre-test and post-test assessments to measure improvements in reading comprehension, fluency, and vocabulary acquisition. Complementary qualitative data from teacher observations and student feedback provided insights into the module's practicality and impact on learner motivation. The findings indicate significant gains in reading skills among the experimental group compared to the control group, demonstrating the effectiveness of the modules in bridging curriculum goals with learner needs. This study offers a replicable framework for literacy-focused instruction in EFL contexts, particularly within culturally specific educational settings.
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