Advancing Literary Interpretation via Critical Reading Proficiency: A Sustainable EFL Framework for Generation Z Wesam K. Morsi Department of English Language and Literature, Faculty of Arts and Humanities, The British University in Egypt, Cairo, Egypt Walid A. Rezk Department of English, Faculty of Arts, Suez University, P.O. Box: 43221, Suez, Egypt Abstract—This research investigates the transformative potential of literary analysis in advancing English proficiency among Egyptian EFL learners, particularly those in the Faculty of Arts and Humanities. The study focuses on the linguistic and analytical challenges encountered by recent public-school graduates in the Suez Governorate, where English instruction is limited to simplified texts and lacks critical engagement. Unlike their counterparts from language schools in Cairo, these students enter university without placement tests, relying solely on their high school grades, which results in underdeveloped critical reading and thinking skills. Sixty Egyptian students participated in this experimental quantitative research design. Drawing on the theoretical framework of Stylistics—a linguistic and literary approach—the paper underscores the value of applying systematic textual analysis to literary works. Stylistics, as a tool for bridging linguistic form and literary meaning, enables students to enhance both their linguistic and interpretive capabilities. By engaging with literary texts through this dual approach, learners develop deeper cognitive skills and greater critical engagement with language. The research argues for integrating Stylistics into the EFL curriculum as a sustainable pedagogical framework to cultivate critical reading proficiency, thereby supporting students’ overall linguistic development and equipping them for professional careers in the arts and humanities. This integration fosters a more profound understanding of language and literature, promoting sustainable language education for Generation Z. Index Terms—analytical competence, critical reading strategies, Gen Z EFL learners, interpretive skills, literary analysis I. INTRODUCTION In recent years, the intersection of language acquisition and literary analysis has increasingly been recognized as a significant approach for enhancing English proficiency, particularly within the context of English as a Foreign Language (EFL) education. This research seeks to address a critical gap within the Egyptian EFL landscape, focusing on university students in the Faculty of Arts and Humanities, many of whom face linguistic and analytical challenges upon entering higher education. Specifically, the study explores the educational experience of graduates from public schools in the Suez Governorate, where English instruction is predominantly limited to simplified texts and fails to foster meaningful critical engagement. This restricted pedagogical approach contrasts sharply with the more comprehensive training offered in Cairo’s language schools, leaving public school students inadequately prepared for the demands of university-level reading and analysis. This paper advocates for a pedagogical intervention grounded in Stylistics, a field that integrates linguistic analysis with literary interpretation (Sorlin, 2014). Stylistics, through systematic methods of textual analysis, provides a structured means to enhance both the linguistic and interpretive skills of EFL learners. Incorporating this approach into the EFL curriculum has the potential to cultivate critical reading skills and equip students with essential cognitive tools for deeper engagement with language. As Rizk (2020) notes, 'the use of authentic materials in the classroom significantly enhances learners’ motivation and fosters better comprehension, as students find these materials more relevant and engaging.' This research asserts that adopting a Stylistic framework not only offers a practical solution to the current educational shortcomings but also presents a sustainable model for developing the linguistic and intellectual capabilities of Generation Z, preparing them for diverse careers within the arts and humanities. Through this framework, students will not only strengthen their language proficiency but also gain a more sophisticated understanding of literary works, enabling them to engage more effectively in both academic and professional contexts. II. LITERATURE REVIEW ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 15, No. 2, pp. 327-338, February 2025 DOI: https://doi.org/10.17507/tpls.1502.02 © 2025 ACADEMY PUBLICATION