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Abstract
This thesis explores effective classroom strategies for processing academic texts in English language education. The work focuses on how interactive and learner-centered strategies such as skimming, scanning, note-taking, summarizing, questioning, and collaborative discussion help students understand and analyze academic texts more effectively. Particular attention is given to the development of reading comprehension, critical thinking, vocabulary acquisition, and independent learning skills. The findings suggest that strategic classroom instruction significantly improves learners’ ability to process academic information and engage actively with complex texts.
References
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