An ERIC-indexed study published through LEARN Journal examines how Thai undergraduate students in Songkhla Province perceive English critical reading. The research centers on English as a foreign language, or EFL, learners in southern Thailand and adds a localized perspective to discussions about reading instruction and student attitudes.
Key facts
- The study is titled “An Exploration of EFL Students’ Perceptions of English Critical Reading.”
- It focuses on Thai undergraduate students in Songkhla Province.
- The work appears in LEARN Journal: Language Education and Acquisition Research Network.
- The record is indexed in ERIC, the U.S. Department of Education’s education research database.
- The article is identified as a 2025 publication in the record.
What does this mean for students and universities?
For Thai undergraduates and English-language educators, the study points to how students themselves understand critical reading in an EFL setting. That matters because perceptions can shape participation, confidence, and how reading instruction is received in the classroom.
For universities and teacher educators, the record offers a research reference tied to Songkhla Province and to the broader question of how critical reading is experienced by English learners. It may be useful for departments looking at reading pedagogy, curriculum planning, or further study on EFL literacy development.
- Audience: Thai undergraduate EFL students
- Location: Songkhla Province, Thailand
- Topic: English critical reading perceptions
- Research context: LEARN Journal and ERIC indexing
Why does this study matter?
The main value of the study is its narrow focus. Rather than treating EFL reading as a general issue, it looks at one student group in one province, which can help educators interpret learner needs more precisely. That kind of evidence is often more useful for classroom planning than broad claims about English instruction.
Because the record is listed in ERIC, it also becomes easier for researchers, students, and institutions to locate and cite the study within education research workflows. The combination of a regional sample and a national education database gives the work a practical place in both local and academic discussions.
What is ERIC in this context?
ERIC is the U.S. Department of Education’s education research database. In this case, the database record serves as the public index for the LEARN Journal study, helping identify the article, its title, and its educational subject area.
How should readers use this research?
Readers can treat the study as a starting point for understanding how Thai university students in one province view English critical reading. For educators, that may support teaching discussions or further research questions about reading instruction, learner attitudes, and EFL classroom practice.
For students, it highlights that their perceptions of reading are part of the learning process itself, not just a side issue. For universities, it suggests that reading pedagogy can be examined through the lens of student experience as well as performance.
