Developing Efl Learner's Reading Comprehension Strategies Through Teaching (some) Critical Thinking Skills

Résumé: This dissertation seeks to investigate teachers' and learners' views about the development of reading comprehension strategies through teaching (some) critical thinking skills. We hypothesize that teachers and students would develop a positive view toward teaching critical thinking skills to develop reading comprehension strategies. To test the hypothesis, a descriptive method has been conducted, and from which a number of data were gathered through two questionnaires that have been administered to fourteen (14) english teachers at middle school, and twenty six (26) students at the middle school. This method attempts to describe critical thinking skills as a dependent variable and its effect on enhancing EFL learners' reading comprehension strategies as the independent variable. Based on the results of the study, it has been demonstrated, on the whole, that critical thinking is an adequate skill to use for improving learners' reading comprehension strategies. Consequently, the hypothesis initially adopted has come to be valid consideration of the givens of the study. Students therefore require the right technique to increase their reading strategies and to innovate adequate conditions of comprehension in accordance with the use of appropriate critical thinking skills. As any other research, the present study has its limitations through its results detected some significant and interesting impacts.

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