Abstract
This study investigates the impact of structured reading lessons on the development of critical thinking skills in college students learning English as a foreign language. This study took place during the first level of English in their academic program. Two groups of students were included in the study. One group received traditional reading instruction while the other group had structured reading lessons that intended to create opportunities to operate in higher order thinking levels. The gains in critical thinking skills were assessed on the basis of each group’s comparative results on the California Critical Thinking Test (Facione, 1995) between the pretest and post-test. Results showed that students who had structured reading lessons did not improve in a significant way compared to the results of the control group in the post-test.
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This study investigates the impact of structured reading lessons on the development of critical thinking skills in college students learning English as a foreign language. This study took place during the first level of English in their academic program. Two groups of students were included in the study. One group received traditional reading instruction while the other group had structured reading lessons that intended to create opportunities to operate in higher order thinking levels. The gains in critical thinking skills were assessed on the basis of each group’s comparative results on the California Critical Thinking Test (Facione, 1995) between the pretest and post-test. Results showed that students who had structured reading lessons did not improve in a significant way compared to the results of the control group in the post-test.
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