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The purpose of this paper is to explore how students’ interaction with texts evolved upon an introduction to Critical Literacy (CL). Two questions posed were (1) how the students respond to texts within CL framework and (2) how they shifted their reading conception. This exploratory case study involved 35 first-year students majoring EFL teacher education. The data were collected by means of participatory observation, questionnaire, and analysis of students’ works (artifacts). The data were analyzed to find the general pattern of students’ responses to CL and to compare students’ definition of reading before and after the CL introduction. The results of the analysis indicated that the students responded well on CL. The students, at varying degree, showcased changes in terms of the reader roles when responding to a text. Students with a relatively strong basis of reading practice and proficiency were able to well expand their engagement to text user and analyst roles. Meanwhile, students with weaker baseline were struggling in the code-breaking and text participant roles. The critical stance built by these students tended to be off target. Nevertheless, all students’ definitions of what they called as reading were shifted regardless of their baseline. Their interaction to text has shifted from passive recipient of information to active, questioning reader. Keywords—code breaker; critical literacy; reading; text analyst; text user; text participant

Students’ Evolving Response to Text: What changes in students’ reading as part of critical literacy