Analysis of factors that promote critical reading by EFL students in a Turkish educational setting

The Turkish education system has frequently been characterized as based on a read and repeat model, imposing knowledge in chunks based on memorization, instead of enabling the individual to think creatively, solve problems and interpret information. The latter set of skills have been collectively labeled as critical thinking (CT). In its basic form, critical thinking in reading (CR) is held to promote the student's ability to think autonomously, by being able to make judgments and predictions, draw conclusions, make inferences, and detect biases during reading. CR is particularly important as these skills are needed to be developed for success in academic studies and post university professions. This study sought to identify the factors that can promote CR. The research questions asked in the study were as follows: 1. What are the factors that teachers judge "critical" in CR? 2.To what extent do students use CR skills in carrying out reading tasks? 3. Which instructional procedures do teachers employ to promote CR? 4.What instructional procedures do students think can provide them with effective use of CR skills? These research questions were investigated by administration of questionnaires to students and their teachers at Erciyes University and through interviews with the teachers of the subject students. The student questionnaire included a reading passage with assigned tasks requiring application of CR skills. These tasks were given to determine the actual performance of the students in terms of CR. The subjects (students and teachers) were asked to rate CR skills according to their perceived importance. In addition, instructors were asked to rate the frequency and kind of CT activities used in their reading classes. The findings of the study are controversial since the responses given by students and teachers were not consistent with one another. Teachers supported the idea that students need more practice, and hence, further enchamcement of CT skills in reading. In contrast, the majority of students indicated little need for the enhancement of CT skills in reading and very few stated that they lacked these skills. The results of the reading text assessment indicated that student performance was not consistent with their questionnaire responses and that, generally, they lacked the ability to perform CR tasks. The mismatch in the answers of students and teachers indicates further need for instructional focus on CR skills.