INCORPORATION OF CRITICAL THINKING FOR DEVELOPING READING SKILLS IN EFL CLASSROOM TEACHING

This study endeavoured to analyse the impacts of critical thinking guidance on reading comprehension limits as well as the effect of discussion on EFL understudies' critical thinking. There is a positive connection between etymological capability and critical thinking abilities, as per studies. As a result, the Nelson test was used to homogenise 60 middle school students before they were separated into two exploratory and control groups. A reading comprehension pre-test and a critical thinking evaluation pre-test were then given to the two groups. Through the course of the term, the exploratory gathering took part in 8 groups of treatment involving debate as a classroom activity. As a post-test, comparative tests were directed at the two gatherings. The examination of the assembled information uncovered a significant contrast between the two groups on the perusing understanding test, yet the distinction on the basic thinking test was not especially huge. Notwithstanding, the outcomes truly do suggest that teaching decisive reasoning in an EFL setting can further develop language learning. The survey makes suggestions for instructors, understudies, and educators.