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Description
As we enter the AI era, with the prevailing of digital information in English, Generation Z learners must not only read for information but also critically evaluate diverse media messages. This paper proposes that current foci of teaching L2 reading skills such as understanding specific details, main ideas, and vocabulary in context, are essential but insufficient. They do not fully equip L2 readers with the critical thinking skills necessary to advance in English reading and engage with the world. Grounded on a design thinking approach, this study employs a concurrent transformative mixed method research design, incorporating in-depth interviews and survey questionnaires. It explores the reading needs and challenges of secondary and high school students and examines the teaching practices and motivational strategies used by English teachers. The findings indicate a significant deficiency in media and information literacy skills among students, underscoring an urgent need for teaching reading methodologies that promote both safe exploration of information and access to credible sources for personal and academic development. The paper discusses the creation of prototypes that integrate media and information literacy into teaching L2 reading skills , aiming to develop proficient, motivated, and critically engaged readers. This shift is a vital step to help L2 students move from learning to read to reading to learn, empowering them to independently and effectively navigate and interpret the information in English.
