Exploring the Impact of Digital Stories on Critical Reading Skills in 11th Graders'

Abstract

This research investigates the impact that digital tools have on the development of critical reading skills in 11th-grade students in Soacha, Colombia, who are between 15 and 17 years old with readings about racial injustices, climate changes, Bullying and Social Media. An action research was carried out for 4 weeks where 27 participants were involved. The method used during this research was qualitive and quantitative methods. The instruments used were observation, student’s artifacts and questionnaire. The results that it is easier for students to develop critical reading skills when they feel in a safe environment provided by the teacher. This is evident through the responses given by the students where they stated that they feel more capable of criticizing and analyzing content from digital readings. Also, it was evident using digital resources for the development of critical reading to encourage students to analyze and evaluate arguments, to interpret and infer, and finally to connect and compare information. The digital material contributed to critical reading skills by making students comfortable with familiar devices and engaging them with specific topics of interest. This created a safe and active learning environment, encouraging independent exploration and faster comprehension. The study also enhanced my professional growth, highlighting the importance of task-based methodology and societal awareness in teaching. Despite time constraints and curriculum limitations, activities were designed to meet both school requirements and research goals. Future research should explore digital tools for enhancing critical writing skills, complementing critical reading, and improving overall educational outcomes in schools and universities.