English reading comprehension (RC) is essential for academic and professional success, yet many English as a Foreign Language (EFL) learners struggle to move beyond surface-level understanding. This study investigated whether instruction based on Teun A. van Dijk’s socio-cognitive model of Critical Discourse Analysis (CDA)—which examines links between language, power, and ideology—could foster deeper, more critical reading among Iraqi EFL learners. Using a mixed-method, quasi-experimental design, 60 intermediate (B2-level) Iraqi EFL students were randomly assigned to either a control group (traditional RC instruction) or an experimental group (explicit CDA-based instruction) over six weeks. Reading comprehension was measured via researcher-developed pre- and post-tests across three academic genres (narrative, argumentative, and research texts), supplemented by the Oxford Quick Placement Test for participant selection. Qualitative insights were gathered through semi-structured interviews with ten experimental-group students. Quantitative data were analyzed using ANCOVA; interview data underwent thematic analysis. Results indicated that the CDA-based intervention significantly improved RC scores compared to traditional instruction (F(1, 57) = 78.331, p < .001), with a large effect size (η² = .579). Improvement varied by genre: argumentative texts showed the greatest gains, followed by research texts, then narrative texts. Qualitative findings echoed this pattern, revealing three central themes: (1) a shift from passive, surface-level reading to active, in-depth textual engagement; (2) heightened critical awareness and intellectual confidence; and (3) recognition that Van Dijk’s CDA framework was especially useful for analyzing argumentative discourse. The study supports integrating Van Dijk’s CDA model into EFL pedagogy—particularly for argumentative genres—to promote not only stronger reading comprehension but also the development of critical, empowered learners. It calls for a pedagogical shift from traditional comprehension-focused approaches toward critical literacy frameworks that prepare students to interrogate texts and contexts more meaningfully.
