The Effect of Critical Thinking-Based and Noncritical Thinking-Based Instructions on L2 Reading Comprehension and Critical Thinking

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 (English as a foreign language) 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.