This case study aimed to examine ways Korean university students in an English critical reading class participated in educational action projects. For this purpose, the reading class was designed to enhance students’ critical thinking skills and global citizenship as readers. Eighteen students in the class were taught by the teacher how to read texts in English using a critical perspective. The reading class was managed in a flexible mode with comprehension check-ups, critical dialoguing, and student-initiated action. Students were invited to connect what they discussed to action outcomes as a group project. Students in groups presented their understanding of readings and what they discussed in critical dialogues of the readings. They then reported what they did outside the classroom to foster themselves as truly active citizens in their local circumstances. Their group reports and project products were collected and analyzed into themes using qualitative methods. It was revealed that critical dialogue activities could help students come up with action-provoking questions on the readings, bring about a variety of action outcomes resulting from collaborations in groups, and help students become more active readers and citizens. Educational implications are also discussed.

1. INTRODUCTION
2. LITERATURE REVIEW
    2.1. Critical Dialogue and Critical Consciousness in Critical Pedagogy
    2.2. Critical Pedagogy and Action Outcomes
3. METHODOLOGY
    3.1. Research Design
    3.2. Participants
    3.3. Teaching Procedure and Data Collection
    3.4. Data Analysis
4. FINDINGS
    4.1. Critical Dialoging as a Useful Tool for Action-provoking Questions
    4.2. A Variety of Participatory Action Outcomes in Groups
    4.3. Growth as Active Readers and Citizens by Actually Participating and Taking Action
5. DISCUSSION AND CONCLUSION
REFERENCES

• Young-Mee Suh(Department of English Education, College of Education, Inha University)