SUGGESTING ACTIVITIES FOR CLASSROOM READERS
Abstract
This article examines a variety of pedagogically grounded activities aimed at enhancing the effectiveness of classroom reading instruction in EFL contexts. Drawing on contemporary theories of reading comprehension and learner engagement, the study proposes a set of structured tasks—including pre-reading prediction exercises, while-reading monitoring strategies, and post-reading analytical and creative responses—that foster deeper interaction with the text. The activities are designed to promote lexical development, textual interpretation, and reading fluency while accommodating diverse learner needs and proficiency levels. The article argues that the systematic integration of these activities can significantly improve students’ reading comprehension and support the development of autonomous, motivated readers. The findings offer practical implications for language teachers seeking to refine their classroom practices and optimize learning outcomes.