VietTESOL International Convention 2026

This quasi-experimental study investigates the effects of structured reading discussions on reading comprehension and critical thinking among 70 Grade 11 gifted EFL students at Hung Vuong High School for the Gifted in Gia Lai Province, Vietnam, during the 2025-2026 academic year. Over a ten-week intervention, the experimental group engaged in peer-led interpretive discussions, while the control group received conventional reading instruction. Data were collected via pre- and post-intervention reading comprehension tests aligned with the 2026 National High School Graduation Examination format, a standardized critical thinking inventory, and discussion transcripts. Quantitative data were analyzed using paired and independent-sample t-tests; transcripts underwent thematic analysis to evaluate reasoning and reflective engagement. Results revealed the experimental group achieved significant gains (p < .05) in both domains, with over 70% of participants demonstrating measurable improvement. Specifically, correct responses on comprehension assessments increased from 40% to over 75% for the experimental cohort. Qualitative analysis indicated enhanced peer scaffolding, deeper text interpretation, and collaborative meaning-making, despite practical challenges including uneven participation and class time constraints. These findings underscore the pedagogical efficacy of structured peer dialogue in challenging viewpoints and refining textual understanding. Integrating peer-led interpretive discussions into advanced EFL curricula, supported by targeted teacher training, effectively fosters higher-order cognitive skills.
Keywords: structured reading discussion; gifted education; reading comprehension; critical thinking; EFL learners