This study is an attempt to enhance Korean EFL students’ critical literacy throughshort stories. A total of 20 students enrolled in an advanced English reading courseparticipated in the study. Five-step instructional procedures including introducingthe text and independent reading, teacher-led discussion, first reflective journalwriting, student-led discussion, and second reflective journal writing wereimplemented. Data were collected from audio-recorded class discussions, students’reflective journals and interviews, and classroom observations. Analyses of the dataindicate that the students developed overall literacy skills, became capable ofdisrupting a common understanding, examined both the characters and eventswithin the historical and social contexts, represented marginalized voices in thestories, and showed their own sense of agency.