The role of critical thinking skills on reading proficiency of English learners with a pragmatic approach

This study aims to investigate the role of critical thinking skills on reading proficiency of English learners. In order to assess the hypothesis, two groups of 29 students in the first grade of a high school were selected, a girl school in District 12 of Tehran. For the first group, teaching English lesson plans with critical thinking and pragmatic approach, based on dialog and an inquiry community and in 20 sessions were implemented, and the second group received only the English language training. In this research, micro navigation with a quantitative approach in addition to a questionnaire and an open questionnaire were used. In order to analyze the data, the mean difference test and analysis of content were employed. The pretest and post-test average of critical thinking and high level reading test of the first group in comparison to the other group has increased more. Compared to the second group, the first team could also use more pragmatic items considered in this study in their writings.