Integrating Critical Thinking Skills in Teaching Reading Comprehension to Iranian Medical Students
Subject Areas :Zahra Shahsavar 1 , Sepideh Nourinezhad 2
1 - English Language Department, Faculty of Paramedical Sciences, Shiraz University of Medical Sciences, Shiraz, Iran.
2 - English Language Department, Faculty of Paramedical Sciences, Shiraz University of Medical Sciences
Keywords: Critical thinking, Eduaction, Iranian Medical students, Reading Skill,
Abstract :
Introduction: Reading comprehension is considered as one of the main language skills which has a crucial role in students’ academic achievement. Despite the importance of promoting students’ reading comprehension by using critical thinking skills, to our best of knowledge, there is lack of research in this area. This study aimed to investigate the effect of integrating critical thinking skills in teaching reading comprehension to Iranian medical students. Research methodology: Sixty medical students (32 males and 28 females) took part in this study. The researchers taught students reading comprehension during one semester. To investigate the effect of integrating critical thinking skills in teaching reading comprehension, the researchers applied three TOEFL sample passages and the Cornell Critical Thinking Test Level X (CCTT-X) which includes four dimensions: induction, deduction, observation and credibility, and assumption. The internal consistency of each dimension is .71, .69, .82, and .55, respectively, which shows a moderate to high level of internal consistency among items (Ennis, Millman, & Tomko, 2005). For statistical analysis of data, independent sample t-test, and paired sample t-test were used (P≤0.05). Findings: The results indicate that the experimental group significantly outperformed the control group in reading comprehension after they were trained in critical thinking. Conclusion: Integrating critical thinking skills in teaching reading comprehension to the medical students can enhance not only their reading comprehension scores but also their critical thinking. The findings of this study may hold important implications for instructors and material designers. The results may also draw interest from researchers, curriculum developers, and test takers who are research-minded and eager to promote EFL students’ reading skill. The result may extend beyond the classroom; it can assist students in their future careers and their whole life.
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