Personalizing Students’ Digital Action Plans through Critical-Heutagogy Model for the Development of Critical Conscientization in Critical Reading

Abstract

The advent of the digital age is unpredictably changing education and educational practices. With the wider availability of print and online materials, the language educator of the twenty-first century must expect her/his pupils to be more critical readers if they are to develop their critical consciousness in language acquisition. Consequently, the purpose of the study was to analyse the elements that impede students' capacity to increase their critical consciousness through critical reading, as well as the ways in which digital technology may alleviate the situation. In order to comprehend the reading practices of students, critical pedagogy and self-determined theory were applied. Utilizing a design-based research, design principles emerged that increased student engagement with texts, peers, and technology. As a result, a framework for enhancing students' proficiency and critical awareness in language teaching was developed.