Abstract
This study investigated the relationship between critical thinking and gender in second language learning. To do this, thirty students who participated in a TOEFL preparation course at Shokouh English language institute, Mashhad, Iran, were selected as the participants. Limbach, Waugh, and Duran’s model of critical thinking was used as a guiding framework for teaching critical skills to the participants over the course of ten sessions. The model involved five steps: (a) determining and discovering learning objectives; (b) teaching through questioning; (c) practicing before assessing; (d) reviewing, refining and improving; and (e) providing feedback. To examine the development of critical thinking skills among the participants, a critical thinking questionnaire was designed. Results of the data analysis revealed a poor level of critical thinking among the learners, and showed that males and females were not significantly different from each other in applying critical thinking skills.
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