Using Group Reading Strategy to Promote Critical Thinking in Thai EFL University Learners

Abstract

Group Reading Strategy (GRS), a collaborative reading activity, offers individual contributions to a shared goal in an active learning approach. This mixed-methods research examined the influence of group reading strategy of Thai EFL university learners on critical thinking and explored learners’ perceptions of the GRS process on critical thinking skills. The Critical Thinking Self-Assessment Questionnaire, the logbook, and semi-structured interviews were used to collect data. The analysis of quantitative findings revealed that, overall, GRS fostered critical thinking skills in Thai EFL university participants. The results also showed that some intrinsic characteristics of critical thinking skills were cultivated before others. Indeed, the current study indicated the increased development of critical thinking skills through the GRS learning process.

The qualitative findings evinced constructive opinions of the GRS approach to facilitate active learning environments. Specifically, Thai EFL university participants viewed GRS as peer-assisted learning, collaborative learning approach, which could, in turn, lessen adverse learning factors. However, some factors, including culture, time-allocation for the GRS process, and types of assessment, also influenced the learning process of GRS activities. Overall, GRS could have an impact on Thai EFL university participants’ critical thinking skills, at least to some extent. Indeed, longitudinal studies are still a need for future investigations.

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