Teaching Reading in English as a Foreign Language: A Systematic Literature Review of Recent Approaches (2020-2025)

Teaching reading in English as a Foreign Language (EFL) is an ongoing area of focus in applied linguistics, with continuous advancements in methodologies and technologies influencing instructional practices. Recent studies have expanded beyond basic comprehension to include learner autonomy, critical literacy, and engagement. This study, conducted by Nurdani Yulian Ahmad, aimed to review research from 2020-2025 to pinpoint effective EFL reading strategies, identify new trends, and analyze challenges and practical implications.

A systematic literature review (SLR) was performed following PRISMA 2020 guidelines, analyzing ten peer-reviewed studies. The review categorized these studies into five main approaches: extensive reading, metacognitive strategy instruction, collaborative learning, flipped classroom models, and problem-based learning. This structure helped in understanding a broad spectrum of interventions in EFL reading instruction.

The findings indicated that strategy-based instruction and technology-enhanced methods significantly boost reading comprehension and foster learner autonomy. Collaborative and flipped learning approaches were found to further enhance student engagement, critical thinking skills, and motivation. These diverse methods offer pathways to improve the effectiveness of EFL reading education.

Despite the advancements, challenges persist in maintaining learner interest, adapting teaching methods to diverse contexts, and effectively integrating digital tools. The review suggests that EFL educators should adopt a balanced pedagogical framework combining strategy training, extensive reading opportunities, and interactive technologies. For curriculum designers and policymakers, context-sensitive instructional designs are crucial. Future research should prioritize longitudinal studies and explore the impact of emerging technologies like AI-driven reading platforms.

This research article was published on July 30, 2025, in Vol. 1 No. 1 (2025) of the International Journal of Educational Policy and Innovation. It is licensed under a Creative Commons Attribution 4.0 International License (CC BY-SA 4.0), allowing for open access and sharing with proper attribution. The study is based on secondary data from published articles and does not include original datasets.