Exploring the Relationship between Critical Thinking, Reading Comprehension, and Reading Strategies of Iranian EFL Readers

Active learning takes place in a context in which freedom of action is dominant and opportunities for the realization of integrative critical thinking and language skills are provided. Critical thinking is that sort of higher order thinking that helps learners act critically through using problem-solving strategies (Gheith, 2007). In the same vein, reading as a problem solving activity (Pressley et al., 1992) necessitates a good command of thinking on the part of learners. This study investigated the relationship of critical thinking ability, reading comprehension ability, and reading strategy use among 70 male and female Iranian university students majoring English Translation and English Literature. The data was collected through the TOEFL (Test of English as a Foreign Language) reading comprehension test, a critical thinking ability test (the California Critical Thinking Skill Tests (CCTST), Fachione, P. A & Fachione, N. C., 1990), and Reading Strategy Inventory (adapted from Oxford, 1990, and Waxman and Pardon, 1987). The findings revealed that there was a significant positive relationship between Iranian English as a Foreign Language (EFL) readers’ critical thinking ability and reading strategy use, in general, and metacognitive and cognitive reading strategy use, in particular. Moreover, a significant positive relationship was observed between critical thinking and reading compensation. The results also revealed that cognitive and affective strategies along with critical thinking ability act as the best predictors of learners’ reading comprehension ability