本論文探討於大學情境實施之英語選修課程，透過各種理解與討論活動，讓15 位非英文科系學生接 觸各類自我探索議題。研究除了描述此由批判識讀角度設計之課程內容，並分析學生如何以英語學習者 與社會參與者的角色回應整個英語學習歷程。本研究質量並重，透過問卷、教室觀察、學生課堂學習成 品、期末學習心得、及最後的追蹤訪談資料，分析各類資料達到triangulation 目標。最後，在分析過程中 浮現兩個重複主題。第一，學生對上課教材與活動反應相當正面，尤其是課堂上採用之真實文本與有意 義之合作討論。第二，透過與個人、家庭、朋友相關之主題式教學活動，學生瞭解社會各類角色的存在。 研究發現EFL 英語教室可以幫助學生思考生活，透過各類主題式教材，對周遭生活進行反芻。研究也顯 示出台灣實施批判識讀法與幫助學生發展批判能力的潛在遠景。論文最後討論此研究之侷限與未來相關 教學及研究建議。

The present study describes and explores an elective English course offered during the 2011 spring semester at a university in central Taiwan. The course invited 15 non-English-majors to approach, through comprehension and discussion activities, various texts related to self-discovery issues. This study focuses on how the course was implemented from a critical literacy perspective with two research concerns: (1) What was students’ opinion of this self-discovery English course? and (2) How did students perceive themselves in relation to the three identities addressed in the class? With a mixed research design, this study analyzes quantitative data from a questionnaire and qualitative data such as classroom observations, students’ assignments and artifacts, their final reflection papers, and follow-up interviews. In addition to a description of the implementation of the course, this research identified two recurring themes during the data analysis process. First, students positively responded to the classroom materials and activities, i.e., authentic texts and meaningful collaborative discussions. Second, many students realized that they had various social identities through the classroom exercises related (a) to who they were and (b) to their relationships with their family and with their friends. In conclusion, findings of the study show that the EFL classroom can make students reflective about their lives and responsive to the input of theme-based materials. This study suggests the potential for critical literacy in Taiwan and for the development of critical competence in students. Limitations of the study and recommendations for future instruction/research are provided at the end of the paper.