The Relationship between Critical Thinking and English Reading Achievement in Taiwanese EFL Students

By Yen-ju Hou.

Published by The Humanities Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Critical thinking has been considered an essential skill for learning and working (Allen, 2004; Nilson, 2003; Paul & Elder, 2006). Studies have found that critical thinking has significant impact on students’ learning ability and academic achievement (Betoret, 2007; Hsu, 1997; Hung, 2007; Kuo, 2000; Sternberg, 1997).

The study aims to discover what levels and what types of critical thinking Taiwanese students possess, the differences of critical thinking that good and poor language learners possess, and the relationships between critical thinking and EFL students’ English reading achievement. A total of 341 first-year students in a private junior college in south Taiwan participated in the study. All participants were asked to complete an English proficiency reading test (GEPT, elementary level) and a critical thinking test (CTT, II) regarding identifying assumptions, inferences, deductions, interpretations, and evaluations.

It’s hoped that the findings can help to gain more understanding about the diversity of language learner and to keep an eye on the training of critical thinking for both teachers (to participate in strategy training) and language learners (to learn more efficiently and effectively).

Keywords: Critical Thinking, English Reading Performance

International Journal of the Humanities, Volume 9, Issue 9, pp.251-258. Article: Print (Spiral Bound). Article: Electronic (PDF File; 778.435KB).

Yen-ju Hou

Instructor, Department of Applied English, Shu Zen College of Medicine and Management, Kaohsiung, Taiwan


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