DefinePK

Abstract

This research study investigates the implications of critical thinking pedagogy in teaching reading comprehension skills to second language learners. The theoretical framework of the study is derived from the concept of critical thinking given by Bloom (1956) in his cognitive domain of educational objectives according to which learning of any available material or content is related with or dependent upon the level of human thinking. This implies that the lower the level of thinking, the lower the rate of learning; and the higher the level of thinking, the higher the learning. Following this line of the issue, the researchers have attempted to investigate whether critical thinking instruction can enhance reading comprehension skills of the second language learners. The data have been collected from 35 ESL learners. The extent of the use of critical thinking pedagogy has been assessed by using a questionnaire, while the reading proficiency of the learners has been measured through a critical reading test. The relationship between critical thinking pedagogy and critical reading proficiency has been explored statistically by applying Pearson product-moment correlational test on the collected data. The results show a positive relationship
between critical thinking pedagogy and critical reading proficiency.