Fairclough-based three-level CDA framework for EFL analytical reading (description, interpretation, explanation)

Design · All designs
Evidence · 3 claims (3 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 3 claims rest on one study

Description

The study develops a conceptual framework, based on Fairclough (1995) and Cots (2006), in which an EFL reading lesson is a communicative event and reading is a social practice. To reveal a discourse, students move through three levels: "text analysis (description), discourse analysis (interpretation) and critical discourse analysis (explanation)". Each level reveals one layer of meaning: text analysis describes lexicon, grammar and semantics; discourse analysis interprets text production, consumption and intertextuality; critical discourse analysis explains the writer's point of view and sociocultural background. The framework was operationalized as classroom stages and measured with a 39-item questionnaire and a validated test.

Design Implications

Context

Requirements

• The three levels of analysis need to be operationalized in an EFL reading classroom, with teachers encouraging various interpretations instead of finding one point of view

Constraints

• The authors state results "are still general at the third level: the critical discourse analysis (explanation)"

Target Learners

• EFL undergraduate Preparatory Year students

Learning Goals

• analytical reading practices
• critical thinking
• critical language awareness

Claims

• Cda Improves Text Analysis Description [+M]
• Cda Improves Discourse Analysis Interpretation [+M]
• Cda Improves Explanation Practice [+M]

Related Designs

Examples

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Key Sources

• Abduljalil Nasr Hazaea & Ali Abbas AlZubi. (2017). Effects of CDA Instruction on EFL Analytical Reading Practices. Novitas-ROYAL (Research on Youth and Language), 11(2), 88-101. https://novitasroyal.org

Page metadata

Field	Value
type	design
id	cda-three-levels-efl-reading-framework
title	Fairclough-based three-level CDA framework for EFL analytical reading (description, interpretation, explanation)
description	The study develops a conceptual framework, based on Fairclough (1995) and Cots (2006), in which an EFL reading lesson is a communicative event and reading is a social practice.
status	review
generated	by process:settle-candidates on 2026-11-03
trust	unverified — no one has confirmed this page's content
sources	1 — abduljalil-nasr-hazaea-ali-abbas-alzubi-2017

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