‘The Relationship between Critical Thinking and Reading Strategies Regarding Goals and Objectives in the Process of Curriculum Development’ by MANSOUR FAHIM & ASGHAR AFSHARI

Abstract

The current empirical study has attempted to determine if there is any significant relationship between critical thinking of Iranian fresh EFL learners and  those categories of reading strategies (cognitive, meta-cognitive)regarding goals and objectives in the process of curriculum development that are mostly used by EFL learners. Thirty Iranian EFL Fresh female students studying in a private institute in Tehran in Iran participated in this study. Based on the purposes of the study, two questionnaires were administered to the participants: a critical thinking questionnaire and a reading strategy questionnaire based on the goals and objectives in the process of curriculum development. Results of the study showed that the most frequently used reading strategies regarding the goals and objectives in the process of curriculum development were meta-cognitive strategy and cognitive strategy. Statistical analyses revealed no correlation between learners’ critical thinking ability and their overall use of reading strategies regarding the goals and objectives in the process of curriculum development.

Keywords: Cognitive strategy; curriculum development, metacognitive strategy; critical thinking

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