Abstract
The development of critical thinking (CT) skills has become a key goal for educators in first and second language contexts. There is evidence that the use of such activities has still not become widespread in a number of ELT situations. One reason for this may be lack of awareness about how levels of thinking can be conceptualized in ELT activities. This paper will report on a program designed by the authors at a university in Iran, which used taxonomy of CT skills drawn up by Facione (1990) to probe the effect of critical thinking strategies training on reading comprehension of Iranian EFL students. In so doing, 240 male and female Iranian EFL students were selected and screened into two proficiency levels based on the TOEFL tests. Each proficiency group was divided into critical and non-critical group. The results suggested CT skills significantly affected EFL learners’ reading comprehension performance. However, the effect of critical thinking strategy training didn’t vary across different language proficiency levels. Overall, the findings provide empirical support for the facilitative effect of critical thinking strategy training on reading comprehension performance of EFL learners.
Highlights
One of the most influential tools anyone can always have is the ability to think
A synthesis of current research in reading suggest that reading is a process of constructing meaning through the dynamic interaction of the reader, text, and the context of reading situation that results in the acquisition of knowledge, experience or information (Anderson and Pearson, 1984; Paris, 1987; Wixson and Peters, 1984)
In order to fulfill the purpose of the study, three tests were administered: The first one was TOEFL, the results of which were used to screen the subjects into two high and low groups on the basis of the dispersion of scores around the mean
Summary
One of the most influential tools anyone can always have is the ability to think. Critical thinking skills are strategies people use to consider and evaluate new ideas. Renandya (2002, p. 273) postulates that reading receives a special focus in many second or foreign language teaching situations. Celce-Murcia (2001, p.154) stipulates that various models and theories explain what is involved when we read. She postulates that current researches generally view reading as an interactive and sociocognative process. A synthesis of current research in reading suggest that reading is a process of constructing meaning through the dynamic interaction of the reader, text, and the context of reading situation that results in the acquisition of knowledge, experience or information (Anderson and Pearson, 1984; Paris, 1987; Wixson and Peters, 1984). Reading comprehension is thought to depend upon the reader's ability to interrelate appropriately acquired knowledge with the information suggested in the text (Mason, 1984)
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