Critical thinking and EFL learners’ performance on textually-explicit, textually-implicit, and script-based reading items

Abstract

The current research study set out to cast light on the role of critical thinking in the performance of Iranian English as a Foreign Language Learners (EFL) on three types of reading items namely, textually explicit items, textually implicit items, and script-based items. The study, in fact, tried to examine whether or not the concept of critical thinking could make a significant difference in reading performance of EFL learners specifically the three mentioned reading items. To this end, 112EFL learners were randomly selected and assigned as the participants of the study. They were first distinguished in terms of their critical thinking ability via the Cornell Critical Thinking Skill Test (CCTST) and then were asked to sit for three tests of reading with three different reading items: textually explicit reading items, textually implicit reading items, and script based reading items. Having gleaned and analyzed the intended data through descriptive statistics and MANOVA, it was revealed that there was no significant difference between the high and low critical thinking learners in terms of textually-explicit reading items, but for the textually-implicit and script-based reading items, the two groups differed significantly. The pedagogical implications of the study are also discussed.