Enhancing Undergraduate Students' Reading and Writing Skills through the RELEASE Model: A Critical Literacy-Based Inquiry Approach

Abstract

This study focuses on the development and evaluation of the RILIS Model, which is a Critical Literacy-Based Inquiry framework designed to improve the teaching of reading and writing in tertiary education. The model is structured around five interrelated essential learning tasks: Research, Inquiry, Literacy, Interpretation, and Synthesis, where students are expected to develop higher-order thinking skills within an inquiry-centered pedagogical framework. A mixed-methods developmental research design was used to assess the effectiveness of the model. The model’s evaluation included tests, classroom observations, and interviews with students and lecturers who participated in the educational activity. Findings indicate that the RILIS Model’s implementation produces positive outcomes for students’ critical literacy skills, particularly in analyzing texts and constructing arguments. It enables learners not only to articulate reasoned and logically structured arguments, but also to increase their willingness and motivation to engage in learning activities. While there are several issues, including the method’s time-consuming nature and uneven student preparedness, the potential of the model for fostering critical literacy-based teaching practices at the tertiary level is encouraging. This study contributes to the discussion on curriculum development and the use of inquiry-based teaching approaches in post-secondary education by encouraging thoughtful educational discourse.