Assessing Critical Thinking in ELT Students: Development and Validation of a New Scale (CTARS-ELT)

مطالعات زبان و ترجمه

Articles in Press, Accepted Manuscript, Available Online from 11 April 2025

Document Type: Research Article

DOI: 10.22067/lts.2025.90610.1311

Authors

Saeed Abbasi-Sosfadi¹; Mohammad Davoudi^{* 2}; Seyed Mohammad Reza Amirian³; Gholamreza Zareian³

¹Hakim Sabzevari University

²Department of English Language and Literature, Hakim Sabzevari University, Sabzevar, Iran

³Department of English Language, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran

Abstract

The quality of reading skills largely depends on the application of critical thinking when reading texts. Despite extensive research on critical thinking within the field of ELT, the literature indicates that reading researchers mostly rely on general critical thinking scales, lacking a domain-specific tool for critical thinking in reading. This study aims to design and validate a multidimensional, self-report psychometric instrument to assess critical thinking in reading among ELT students. Utilizing an interactive reading framework and insights from semi-structured interviews, a hypothetical model of critical thinking was proposed, comprising seven components, leading to the creation of a 41-item scale. Analysis results confirmed that the newly developed scale is a comprehensive measure for assessing critical thinking skills in academic reading among ELT students.

Keywords

Critical thinking; reading; ELT; domain-specific; validation

Full Text

 

References