Author
Assistant Professor of TEFL, Shahrekord University, Iran
Abstract
Reading comprehension and critical thinking are basic skills for second/foreign language learners that should be developed during higher education. A critical thinking-based instruction can engage the cognitive processes which may improve language learners’ reading comprehension and critical thinking. This study then seeks to compare the effectiveness of a critical thinking-based instruction with a traditional (noncritical thinking-based) one in improving Iranian L2 learners’ reading comprehension along with their critical thinking. To this end, 50 intermediate Iranian EFL learners majoring in English translation were selected (through accessibility sampling) and assigned to the experimental and control groups. TOEFL reading comprehension and Watson-Glaser Critical Thinking Appraisal tests were employed to assess their reading comprehension and critical thinking skills using a pretest-posttest control group design. The results of t-tests and analysis of covariance revealed that the treatment in the experimental group (i.e., using questioning, discussion in groups, note-making, annotations, and reflective practice) had a positive and significant effect on increasing both reading comprehension and critical thinking of the EFL participants. Besides, the participants in the experimental (critical thinking-based) group outperformed those in the control (noncritical thinking-based) group in their reading comprehension and critical thinking skills. Findings have theoretical and pedagogical implications for L2 researchers and teachers about the reading construct and the way to teach it.
Keywords
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