The study aims to investigate the relationship of EFL students’ critical thinking skills, strategy use and English reading performance. Participants are 90 EFL students of a junior college in south Taiwan. The research instruments include a General English Proficiency Test (CEF A2), and questionnaires dealing with students’ critical thinking skills (Yeh, et al, 2001) and strategy use (Oxford, 1990). All available data are analyzed by SPSS 15. Findings show that some relationships do exist among critical thinking skills, strategy use and English reading performance. It’s suggested that students do extensive reading, develop and enhance their thinking skills of recognition of assumption, inferences, and the use of affective strategies for a better performance.
|Keywords:||Critical Thinking, Strategy use, English Reading Performance|
Assistant Professor, General Education Center, Kaomei College of Health Care and Management, Kaohsiung, Taiwan
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