The Effects of Generating Questions and Raising Discussion on L2 Critical Reading
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Abstract
The current study seeks to explore the effects of generating questions and raising discussion, on the improvement of critical reading of English learners. 53 participants were divided into 3 groups, one control group and two experimental groups. For one experimental group the strategy of question generation was selected and for the other the strategy of raising discussion. After conducting the pre-test, the instructional session and the post-test, the writings of the learners were scored by two raters. ANOVA was the selected test. Result indicated that the two strategies have positive impact on the enhancement of critical reading of the participants (F2, 50 = 26.491, p = .0001<.05). The study has some implications for language instructors and material developers to assist promoting critical reading and critical thinking of the EFL learners.
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