Developing Critical Thinking within Reading Skill: Case of Master One Students at Aboubekr Balkaid University

Abstract

In the field of education, foreign language teachers are facing several kinds of challenges in developing students’ critical thinking within the four language skills framework (listening, speaking, reading, and writing) that are positively interrelated. Nevertheless, implementing critical thinking through reading skill is a very important element to foster students’ ability to understand and enhance their reading comprehension and engage with the text. The aim of this studyis to examines the integration of critical thinking into reading comprehension for Master 1 EFL students at the University of Aboubekr Belkaid, investigating both teacher perspectives and student application. Through a mixed-methods approach involving 45 students and 14 teachers, the research explores three key dimensions: (1) teachers' instructional practices for developing critical reading skills, (2) students' engagement with and barriers to applying analytical strategies, and (3) the perceived impact on comprehension and higher-order thinking. Findings reveal a disconnect between teachers' recognition of critical reading's importance and students' inconsistent strategy use, with significant challenges including limited vocabulary, insufficient explicit instruction, and low reading frequency. While teachers incorporate activities targeting analytical abilities, both groups highlight systemic obstacles to effective implementation. The study concludes by emphasizing the need for structured curricular integration of critical reading strategies, enhanced teacher training in cognitive skill development, and targeted interventions to address identified linguistic and pedagogical barriers. These recommendations aim to bridge the gap between theoretical awareness and practical application of critical thinking in EFL reading contexts . The study concludes that reading, when supported by structured pedagogical interventions, serves as a vital tool for developing critical thinking. It recommends the integration of critical reading into EFL curricula, increased strategy-based instruction, and teacher training focused on cognitive skill development.