Critical Thinking, Content Schemata and EFL Readers’ Comprehension and Recall

Mansoor Fahim, Hossein Ahmadi


Abstract - The present study examined the effect of critical thinking ability on Foreign language learners' reading comprehension and recall of content-familiar and content-unfamiliar texts. The study involved 63 female intermediate learners of English as a foreign language in a private language institute in Iran. The subjects were devided into two groups (i.e., high critical thinkers and low critical thinkers) based on their responses to the the items in the Persian version of Watson-Glaser Critical Thinking Appraisal (WGCTA) test. Results of Analysis of Varience applied to a multiple-choice reading comprehension task and a recall task revealed significantly higher scores for all of the participants in the content-familiar text. However, The high critical thinkers  outperformed the low critical thinkers in both content-familiar and content-unfamiliar texts. No significant interaction was found between the effects of content and critical thinking ability on the participants’ performace. This may imply that critical thinking is a general ability rather than a subject-specific one.


Critical thinking; content schemata; EFL Reading Comprehension; Recall

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