چکیده:
This study considered the sociological explanation of critical thinking on teaching reading skill among young Iranian pre-intermediate EFL learners. For this purpose, 40 pre-intermediate learners, 19-30 years old, were chosen after administering a non-probability sampling design from classes at Foreign Language Institute in Babol. These 40 participants were randomly allocated to two groups (one experimental and one control group) each comprising of 20 persons. The participants received a pre-test connected to reading skill separately to ensure that they failed to have previous knowledge. The experimental group received the treatment associated critical thinking to learn reading skill. Then the participants were asked to answer IELTS Reading Test. But control group just received the usual instructions as before. After the treatments, the same pre-test was given to the participants as post-test to evaluate the effect of treatment. After collecting and analyzing the data, the results indicated that critical thinking had a positive effect on teaching reading skill in in English.
خلاصه ماشینی:
After collecting and analyzing the data, the results indicated that critical thinking had a positive effect on teaching reading skill in in English.
Critical thinking, Reading skill, Teaching English, Pre-intermediate learners 1.
For the above mentioned reasons the authors try to investigate the sociological impact of critical thinking on teaching reading skill among young Iranian EFL pre-intermediate learners.
In fact, the present research attempted to answer the following questions: Q1: Does critical thinking have any significant influence on teaching English reading skill among young Iranian EFL learners?
To answer the research question of the study, the following null hypothesis was presented: H01: critical thinking does not have any significant influence on teaching English reading skill among young Iranian EFL learners.
Similarly, Hashemi and Zabihi (2012) in their investigation on the relationship between Iranian EFL learners' critical thinking and their receptive English language proficiency skills and found an important relationship.
Sharing the educational purposes of their learned colleagues, sociologists join the chorus of academicians who believe that students "should be able to think clearly, to read critically, and to write and speak effectively"(University of Illinois, 1979: 6).
The general aim of this investigation is to consider the effect of critical thinking teaching reading skill.
The results of this investigation showed the effectiveness of critical thinking on teaching reading comprehension To support current study, following research had the same results (Garrison et al.
2000; De Sherf, 2002; Buranapatana, 2006; Shams, 2008; Cheah, 2009; Gomleksiz, 2010; Chalak and Kassain, 2010; Fakeye, 2010).