From simplified texts to critical reading: The role of stylistics in advancing EFL in Egyptian arts faculties

Abstract

This study investigates the efficacy of stylistic pedagogy as an intervention model for enhancing critical reading competencies among Egyptian undergraduates majoring in arts and humanities. Grounded in the context of public-school education in the Suez Governorate—where English language instruction frequently prioritizes simplified texts and rote memorization—the research examines whether systematic training in stylistic analysis can bridge the gap between foundational language comprehension and advanced literary interpretation. A six-week quasi-experimental study was conducted with 60 first-year English as a Foreign Language (EFL) students, employing a pretest-posttest control group design. Participants in the experimental cohort received targeted instruction integrating principles of literary stylistics with Wallace's (2003) critical reading framework, while the control group continued with standard departmental coursework. Quantitative analysis revealed a statistically significant improvement in the experimental group's post-test performance (p < .001), with marked gains in contextual understanding, thematic deconstruction, and interpretative precision. These findings underscore stylistics as a robust pedagogical instrument capable of fostering analytical depth and linguistic sensitivity simultaneously. The study posits that embedding stylistic methodologies within national EFL curricula can address long-standing deficits in critical literacy, better preparing a generation of digitally-native, socially-conscious learners for the demands of academic and professional discourse in the humanities.