About this paper

Appears in:
Pages: 2689-2699
Publication year: 2011
ISBN: 978-84-614-7423-3
ISSN: 2340-1079

Conference name: 5th International Technology, Education and Development Conference
Dates: 7-9 March, 2011
Location: Valencia, Spain

CRITICAL THINKING AND EFL LEARNERS' READING

A.R. Nemat Tabrizi

Payam-E-Noor University (IRAN)
Critical thinking is an important and vital topic in modern education. It is a sophisticated process which includes skills, dispositions and metacognition. Critical thinking is disciplined, self-directed, reasonable and reflective thinking that one performs when deciding what to believe or do.
All educators are interested in teaching critical thinking to their students. Many academic departments expect their professors and instructors to be well informed about the strategy of teaching critical thinking skills, identify areas in one’s courses as the proper place to emphasize and teach critical thinking, and develop and use some problems in exams that test students’ critical thinking skills.
The subjects participating in this study were a total of 159 undergraduate Iranian students majoring in English as a foreign language in three fields of English Language Teaching, English Literature and English Translation at Islamic Azad University – Roudehen Branch. They were males and females at various ages with diverse social classes. Three instruments of research were manipulated in order to obtain as valid information as possible. The TOEFL test, a standardized and valid test as a measurement of English proficiency was used in order to put the subjects into two homogeneous groups. The second instrument was some critical thinking and reading skills and strategies taught to the experimental group. The third instrument was 50 reading questions used as the post-test. Concerning the nature of the present study, the design of the current research is True Experimental Design.
By examining the evidence and evaluating the results of current research, it is concluded that Iranian EFL critical thinkers are much better at reading than non-critical thinkers. Moreover, the students’ reading abilities in English are enhanced by improving their critical thinking skills. Thus, reading in a foreign language first requires the presence of critical thinking skills and then activation of these skills while reading.
@InProceedings{NEMATTABRIZI2011CRI,
author = {Nemat Tabrizi, A.R.},
title = {CRITICAL THINKING AND EFL LEARNERS' READING},
series = {5th International Technology, Education and Development Conference},
booktitle = {INTED2011 Proceedings},
isbn = {978-84-614-7423-3},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {7-9 March, 2011},
year = {2011},
pages = {2689-2699}}
TY - CONF
AU - A.R. Nemat Tabrizi
TI - CRITICAL THINKING AND EFL LEARNERS' READING
SN - 978-84-614-7423-3/2340-1079
PY - 2011
Y1 - 7-9 March, 2011
CI - Valencia, Spain
JO - 5th International Technology, Education and Development Conference
JA - INTED2011 Proceedings
SP - 2689
EP - 2699
ER -
A.R. Nemat Tabrizi (2011) CRITICAL THINKING AND EFL LEARNERS' READING, INTED2011 Proceedings, pp. 2689-2699.
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