At the elementary, secondary, and collegiate levels, teaching English as a foreign language (EFL) typically focuses on implementing teacher-centered approaches or merely adhering to the scope and order of English textbooks. While ignoring students' actual interests and requirements, a lot of attention is placed on improving grammar abilities, honing isolated concepts, and studying various realities depicted in commercial textbooks. Because of the conscious and unconscious conditioning that these traditional methods have had on students, many teachers believe that learning English is dependent on memorizing grammar rules and repetition of pointless and irrelevant ideas, which lowers student academic performance. In order to enhance the English teaching and learning process, this descriptive study suggests using reading as a teaching technique.

Reading,, CEFR, skimming,

Bernal, M. & Feyen, J. (2017). Preliminary response from the Faculty of Psychology students of the University of Cuenca to the modified EFL teaching approach. Maskana, 8(1), 61-69.

Chang, A., & Millet, S. (2017). Narrow reading: Effects on EFL learners' reading speed, comprehension, and perceptions. Reading in a Foreign Language, 29(1), 1-19.

Common European Framework Of Reference For Languages: Learning, Teaching, Assessment. Companion Volume With New Descriptors (2018)

Day, R. (2015). Extending extensive reading. Reading in a Foreign Language, 27(2), 294- 301.

Toland, S., & Fuisting, B. (2017). Read, create, and speed, mingle! TexTESOL IV – Spring, 33(1), 15-19.

Torrie, H. (2017). Preparing students for academic writing by using stem topics and tasks. TexTESOL IV – Spring, 33(1), 22-25.

Yan, T. (2017). Close reading: The historical trends and application to English learners. TexTESOL IV - Spring, 33(1), 38-41.