The effect of instructing critical thinking through debate on the EFL learners’ reading comprehension

Abdorreza Tahriri,Maryam Danaye Tous,Sara Haghighi

doi:10.14434/josotl.v15i4.13191

Abdorreza Tahriri, Maryam Danaye Tous + Show 1 more

Open Access

https://doi.org/10.14434/josotl.v15i4.13191

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Abstract

The purpose of this study was to examine the effect of instruction through debate on the male and female EFL learners’ reading comprehension, and to examine the difference between male and female EFL learners’ perception towards instructing critical thinking (CT) through debate. 88 learners, out of 120, were selected through convenience sampling method. Using a quantitative research method with experimental pre-and post-tests design, this study consisted of 44 participants in the experimental group and 44 participants in the control group. The experimental group received some treatment in the form of “the Meeting-House Debate” strategy, while the control group received no such treatment. After one month and a half treatment of experimental group, both groups participated in the post-test. Data analysis was done using descriptive and inferential statistics procedures. Findings showed that the debate strategy had statistically significant effect on the students’ reading comprehension. Also, results revealed that there was no significant difference between male and female EFL learners’ perception towards instructing CT through debate. It was concluded that instructing CT skills through debate strategy resulted in better understanding of reading texts.

Highlights

In recent decades, studies on reading comprehension have led to great emphasis on the important role of problem-solving techniques that supposedly enable the students to identify, evaluate, and solve perplexities that arise in reading (Waters, 2000)
Independent variable: The first independent variable varied over two levels, the instructional technique implemented in the experimental group using the Meeting-House Debate strategy and the traditional technique using the lecturing strategy implemented in the control group
Considering the limitations and delimitations, it was found that improving reading skills through the debate technique was superior to the lecturing strategy

Summary

Introduction

Studies on reading comprehension have led to great emphasis on the important role of problem-solving techniques that supposedly enable the students to identify, evaluate, and solve perplexities that arise in reading (Waters, 2000). According to Stancato (2000), researchers agree that creativity, problem-solving, and imagination of one’s comprehension processes are critically important aspects of skilful reading. Such imagination and creativity are often referred to in the literature as critical thinking (CT) (Stancato, 2000). Facione and Facione (1994) stated that CT is the process of analysis, evaluation, inference, deductive reasoning, and inductive reasoning.

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