USING REVIEWS IN ENGLISH LANGUAGE TEXT-BASED INSTRUCTION: A METHODOLOGICAL FRAMEWORK FOR DEVELOPING LEXICAL-PRAGMATIC COMPETENCE

Abstract

This article presents a methodological framework for integrating review texts into English language instruction with the aim of developing students’ lexical-pragmatic competence. Drawing on theoretical contributions from scholars such as Jeremy Harmer, Mary Rais, and Avil Beckford, as well as empirical studies conducted by researchers in Malaysia and Hawaii, the article argues that review genres, including film reviews, book reviews, and customer reviews constitute rich, authentic pedagogical resources. The study examines the linguistic, discursive, and pragmatic properties of review texts and proposes a three-stage instructional technology applicable to university-level EFL classrooms. Particular attention is given to digital platforms and collaborative activities designed to promote critical reading, pragmatic awareness, and productive language use. The findings suggest that review-based instruction not only enhances language proficiency but also cultivates critical thinking, stylistic flexibility, and intercultural communicative competence